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The RISCA Toolkits Approach to Implementing Comprehensive School Counseling Programs


Jean Greco, Program Supervisor of K-12. Guidance, Cranston (RI) Public Schools ... Aligned with the Rhode Island Framework for Comprehensive K-12 School Counseling ... – PowerPoint PPT presentation

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Title: The RISCA Toolkits Approach to Implementing Comprehensive School Counseling Programs

The RISCAToolkits Approachto Implementing
Comprehensive School Counseling Programs
  • ASCA 2006 Annual Conference
  • Chicago, Illinois
  • June 2006

  • Belinda Wilkerson, Rhode Island Counselor-
  • Dr. Patricia Nailor, Director of Counseling,
    Providence (RI) Public Schools (Retired)
  • Jean Greco, Program Supervisor of K-12
    Guidance, Cranston (RI) Public Schools
  • Dr. Karl Squier, Counselor Advocate,
    Toolkits Designer
  • Diane West, School Counselor, Hope High
    School, Providence Public Schools
  • Marianne Davidson, Counseling Department
    Head, Hope High School, Providence Public

Our Primary Goal
  • Implement Comprehensive School Counseling
  • Based on the ASCA National Model, and
  • Aligned with the Rhode Island Framework for
    Comprehensive K-12 School Counseling
  • in all Rhode Island Public Schools

What We Will Do Today
  • Overview of the Eight RISCA Toolkits
  • Focus on Toolkit 2Essential Counseling Program
  • Focus on Toolkit 3School Counseling Data
  • Focus on Toolkit 8Individual Learning Plans
  • Focus on Managing a State-wide or District-wide
    Professional Development Initiative based on
  • Practice Using Some Key Tools

Why Use the Toolkits Approach?
  • Answers the question What do I do tomorrow to
    implement a comprehensive school counseling
    program based on the ASCA National Model?
  • Provides structured processes, clearly defined
    protocols and easy to use tools to capture and
    organize the results of your work
  • Produces quality documentation that can be used
    to promote the value of school counseling to
    student success and the health of the school

Eight Toolkits
  • 1Strategic Annual Planning
  • 2Essential Counseling Program
  • 3School Counseling Data Management
  • 4Professional Development Program
  • 5Family Community Engagement
  • 6Program Implementation Management
  • 7Individual Counselors Planning for Results
  • 8Individual Student Learning Plans

All Toolkits Produce Products
  • 1Strategic Plan and Annual Implementation Plans
  • 2Framework for School Counseling
  • 3Data Reports on the Impact of Your Counseling
    Program and SPARCs
  • 4Professional Development Program, Modules and
    PD Calendar
  • 5Plan for Engaging Families and Community, and
    Building Partnerships
  • 6Counseling Department Administrative Handbook
  • 7Individual Counselor Plans for the School Year
  • 8Individual Learning Plan Program for Students

All Toolkits Consistof a Series of Steps
  • Each step is designed to help you reflect on your
    practice and dialog with your colleagues
    regarding the topic of the Toolkit
  • Each step contributes to the final products
    produced by the Toolkit

Step 1 in Each Toolkit is a Visitto the Toolkit
Welcome Center
  • At each Welcome Center you complete four tasks
  • Assemble a Work Group
  • Gain knowledge about the focus of the Toolkit
    (e.g., gain knowledge about what constitutes an
    Essential Counseling Program)
  • Assess the strengths and weaknesses of your
    current approach to the focus of the Toolkit
  • Develop a plan for using the Toolkit in your
    school and district

What You Will Do in Each Toolkit
  • The following slides identify the steps involved
    in each Toolkit
  • Each step can involve one or more tools
  • Step 1 (Welcome Center) is assumedthe slides
    begin with Step 2
  • Completing all Toolkits will help you establish
    the infrastructure for implementing comprehensive
    school counseling programs in your school and

1Strategic Annual Planning
  • Examine the Major Forces Impacting Your School
    Counseling Program
  • Learn How to Implement a Complete Planning Cycle
  • Produce a Strategic Plan
  • Produce Annual Implementation Plans
  • Implement Your Plan and Monitor Progress
  • Produce Accountability Reports Based on Your
    Strategic and Annual Plans

2Essential Counseling Program
  • Define Your Essential Counseling Program (based
    on four components of Delivery System in ASCA
    National Model)
  • Develop a Scope Sequence for Your Counseling
  • Define Expected Results for Curriculum Activities
    and Align Them with Standards
  • Document Your Essential Counseling Curriculum
  • Produce a Framework for School Counseling for
    Your District

3School Counseling Data Management
  • Develop a School Counseling Data Management
    Program for
  • Assessing Student Progress towards Standards
  • Assessing the Impact of Implementing Your School
    Counseling Program
  • Explore the CSCOR Website
  • Download and Learn How to use EZAnalyze
  • Produce a SPARC for Your School and District
  • Using SALT Data to Demonstrate Impact of School
    Counseling on Student Success
  • Rhode Island Commissioner of Educations Review

4Professional Development Program
  • Develop a Professional Development (PD) Program
    for School Counselors
  • Publish a School Counseling PD Calendar
  • Document PD Modules
  • Prepare a New Hire Counselor PD Program

5Family Community Engagement
  • Develop Plan for Engaging Families and Community
  • Develop Plan for Developing/ Enhancing
    Partnerships (e.g., Government Agencies, Higher
    Education, Business Community)
  • Publish a Handbook for Family, Community and

6Program Implementation Management
  • Define and Document School Counselor Roles and
  • Define and Document Policies and Protocols
    Related to School Counseling
  • Standardized Processes and Forms, Where
  • Maintain Logs of Implementation Activities
  • Produce an Administrative Handbook for School

7Individual Counselors Planning for Results
  • Produce Individual Counselor Plans for the School
  • Compile Points to Discuss with Your Department
    Head and/or Principal
  • Identify Barriers to Achieving Results and
    Strategies for Overcoming Them

8Individual Learning Plans
  • Develop an Individual Learning Plan (ILP) Program
    for you School and/or District
  • Develop Materials to Use with the ILP

Focus on Toolkit 2
  • Brain Dump Sorting Tool
  • Scope and Sequence for Curriculum
  • Expected Results for Curriculum Activities
  • Alignment with Standards
  • Documenting Essential Counseling Activities
  • Publishing a Framework for School Counseling
  • Toolkit 2 Activity

Focus on Toolkit 3
  • Toolkit Usage Survey
  • Professional Development Initiative Activity Log
  • SALT Data
  • Toolkit 3 Activity

Question 2I have been directly involved in
developing strategic and annual plans for
counseling in my school
Focus on Toolkit 8Individual Learning Plans
A Program to Personalize Student Learning
Contribute to Their Academic, Career
Personal/Social Success
Why Plan?
  • Planning is a lifelong skill that is a
    requirement for personal growth and success
  • If planning is so important to our
    success in the world of work, we should be
    helping students become better planners by
    helping them focus on their own futures

Individual Learning PlansA Definition
  • All schools will support each students creation
    of an Individual Learning Plan
  • primarily authored by students themselves
  • with guidance from their school advisors,
    counselors, parents
  • created/revisited frequently (in advisories)
  • focused on goals
  • connected to using the time in high school to
    accomplish personal objectives, in
    conjunction with completing graduation
  • (Rhode Island High School Diploma System,
    2005, p. 4)

The ILP Student Success
  • Students are more likely to succeed in school,
    work and life when they know how to plan for
    their future
  • The ILP
  • is a structured process that enables students
    to plan for their future in three
    developmental domains academic, career and
  • allows counselors and teachers to observe
    student progress along the learning continuum
  • is results-based with specific learner
    outcomes and functions as a pathway to

ILP A Results-Based Program
  • As a result of participating in the ILP Program,
    students can expect to
  • Have meaningful interactions with school
    counselors who help them plan for their
    academic, career, and personal/social
  • Describe the planning process and how they
    apply it in their lives (set goals, develop
    action plans, monitor ones progress,
    reflect on ones experience, use results of
    reflection to update plans)
  • Become skilled in identifying and addressing
    barriers to their learning and developing
    strategies to overcome them
  • Always know how they are progressing toward

Student Outcomes
  • The ILP provides a structured process to help
    students plan for their futures through the
  • acquisition of knowledge
  • development of skills
  • adoption of appropriate behaviors/attitudes
  • In order for students to demonstrate progress and
    be assessed as proficient, the ILP Program must
    first deliver opportunities for students to learn
    relevant content and practice applying what they
    are learning to real-world contexts
  • This content is called the ILP Curriculum and
    consists of learning opportunities already in use
    in other areas of the curriculum and new
    activities designed specifically for the ILP

Knowledge We Want Students to Acquire
  • Essential information students will learn
    through the ILP
  • Importance of planning for their future
  • Steps in a complete planning process
  • Standards which affect their future
  • Roles and accountability

Skills We Want Students to Develop
  • Tasks skills that are essential for students to
    do in terms of individual student planning
  • Envision the future
  • Identify developmental needs
  • Develop an action plan
  • Implement their plan monitor their progress
  • Evaluate their progress document their
  • Develop new plan
  • Provide evidence of progress toward results

Behaviors We WantStudents to Adopt
  • Ones behavior and attitude are critical
    to success in school, work and life
  • The ILP highlights behaviors/ attitudes
    required for success by business and
    educational communities

Hope High Schools ILP Providence, Rhode Island
  • ALP
  • Academic Learning Plan
  • Credit Audit of courses, grades credits earned
  • Academic road map to graduation
  • One ALP for all 4 years that is updated annually
  • I-PASS
  • Individual Physical Academic Social Success Plan
  • Designed to promote a balanced individual
  • Mind (academics)
  • Body (physical)
  • Relationships (family Friends)
  • Spiritual is a personal goal that is not
    addressed with the I-PASS

Academic Learning Plan (ALP)
  • Students are accountable for understanding and
    tracking courses, grades and credits with help
    from advisors and counselors
  • ALP is updated annually by students and retained
    with advisors in individual folders
  • Road map of core courses required, small learning
    or theme choices, and elective options
  • Course of Study is enclosed with students file
    for detailed course description

How We Deliver the ILP to Students
Introduce the ILP through Advisories
Beginning of Year ALP Packet (4-Year Plan,
Transcript) I-PASS Packet (I-PASS Goal Setting
Activity,I-PASS Template, Examples) ILP Folder
During the Year Quarterly Academic Review by
Students Parent-Teacher Conference at End of 2nd
Quarter (Student, Parent, and Counselor Sign the
ALP) 1-on-1 Assistance
End of Year Written Reflection on I-PASS
Activity Review ILP Folder using Checklist and
Rubrics Student and Teacher Surveys on Impact of
Using ILP
Quarterly Academic Review with Students
Start of Year ALP Packet 4-Year
Plan Transcript ILP Folder Checklist
(No Transcript)
(No Transcript)
(No Transcript)
Preliminary Data
  • Did the Advisory Curriculum Help Students with
  • Setting Goals (I-PASS)
  • Teachers (Yes 79)
  • Students Average All Grades (Yes81)
  • Using Their Academic Learning Plan (ALP)
  • Teachers (Yes 83)
  • Students Average All Grades (Yes77)
  • Toolkit 8 Activity

Focus on Managing State District-wide PDIs
  • Central Coordinating Function is Required
  • On-site Visits to Schools are Effective for
    Professional Development
  • Professional Development Must be Ongoing and
    Reinforce Common Themes
  • Districts Need Realistic and Manageable Targets
    to Achieve During the School Year

Coaches Program
  • Goal Is To Have At Least One Counselor In Every
    District Trained In the Use of the Toolkits
  • Coaches Are a Primary Link between RISCA (a
    Statewide Organization) and Counselors in the
  • Coaches Provide On-site Technical Assistance in
    How to Implement Comprehensive School Counseling

How Did/Will We Fund This?
  • School-to-Career and Perkins Grants
  • Fees for Professional Development Events
  • A Whole Lot of In-Kind Contributions
  • Toolkits and EZAnalyze are Free
  • RISCA is Submitting Grant Proposals
  • You Will Find a Donation Box at the Back Door

What We Have Learned
  • These Are Essential
  • A Community of Dialogue and Self-Reflection
  • Leadership and Ownership
  • Front-end Planning
  • A Facilitated Process
  • Both Short and Long-Term Goals
  • Starting with Toolkit 2 is Recommended

RISCA Toolkits Are Free
  • The RISCA Toolkits are available for free
    download from the Rhode Island School Counselor
    Associations website
  • Tools are continuously developed, piloted and
    revised. Check our website periodically to obtain
    the latest version

Contact Information
  • Belinda Wilkerson bwilkers_at_providence.ed
  • Dr. Patricia Nailor
  • Jean Greco
  • Dr. Karl Squier

Contact Information
  • Diane West
  • Marianne Davidson marianne.davidson_at_ppsd
  • Rhode Island School Counselor Association
  • Center for School Counseling Outcome Research