Management Systems ASCA 4 Workshop

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Management SystemsASCA 4 Workshop

• Saturday May 6, 2006
• Franklin Chang

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Does your school have a comprehensive school
counseling curriculum?Do you know what a school
counselor should do and not do? (appropriate and
inappropriate counseling activities)
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Traditional Guidance vs Comprehensive
Developmental Guidance

• Traditional is reactive.
• Process Driven.
• Deductive.
• Service Driven.
• Subjective Evaluation.
• Individual Counseling.
• Student initiated.
• Generalist.

• Comprehensive developmental is proactive.
• Outcome/competency data driven.
• Inductive
• Objective evaluation.
• Individual, group and classroom counseling.
• Counselor initiated.
• Specialist in Academic, Career, and
  Personal/social.

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Before you begin, ask the following

• Who will implement the program?
• Why do you use the data to help develop the
  program?
• What input do stakeholders have in the process of
  developing the program?
• When should counseling activities take
  place/development of the timeline?

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WHO will implement the program-Management
Agreement

• School counseling team and administrators review
  and discuss data needs for student population.
• School counseling team decides on a plan of
  action to meet students needs.
• School counseling team and administrators agree
  on how students, guidance curriculum and services
  to be assigned.
• School counseling team produce a yearly draft of
  management agreement.
• Administrator reviews the management agreement
  and arrives at consensus with the school
  counseling team.

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Management Agreement Include

• Caseload assignments.
• Specialization of areas.
• Time management (individual counseling, guidance
  lessons, responsive services, etc.)
• Division of labor for implementation of services.
• Compensation beyond school day.
• Budget available for the department.
• Professional development.
• Team meeting dates/times
• Support service for department.

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DATA analysis is vital to

• Monitor students progress.
• Accountability.
• Catalyst for focused action.
• Engage decision makers in data driven decisions.
• Challenge existing policies.
• Expose evident of access and equity issues for
  intervention.
• Focus on resources, programs, intervention
  strategies.
• Support grant proposals.

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Types of data collected

• Student achievement data (standardized test
  scores, GPA, ACT/SAT scores, graduation rate, 9th
  grade failure rate, drop out rate, promotion
  rate)
• Achievement related data (course enrollment
  patterns, discipline referrals, suspension rates,
  type of violation, attendance rates, parent
  involvement activities, extracurricular
  activities)
• Standards/Competency based data (percentage of
  students with four year plan on file, percentage
  of students with job shadow opportunities,
  percentage of students attain academic goals)

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What to do with the data

• Disaggregate data by
• Gender
• Ethnicity
• Socio-economic status
• Special education
• Grade level
• Advisory/division

• Need to collect process, result and perception
  data over time.
• Use the data to plan for upcoming school year.
• Review and revise department action plan base on
  data collected.
• Data can track student progress

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Input of Stakeholders (ADVISORY COUNCIL)

• Select good candidates for membership as link
  between school and other stakeholders.
• Advisory chairperson should be experienced in
  planning and conducting meetings.
• Advisory members serve for limited terms.
• Goal is to inform all stakeholders (teachers,
  students, parents, community members)

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WHEN should counseling activities be implemented?

• Student portfolios can help track counseling
  activities.
• Use established guidance curriculum to create
  monthly activities.
• Establish a School Guidance Curriculum action
  plan and Closing the Gap action plan.
• Publish a master counseling calendar.

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Implementation of Counseling Activities

• Total Distribution of Counselors Time
• Guidance Curriculum
• Individual Student Planning
• Responsive Services
• Systems Support

• Calendars can
• Identify grade levels, dates and activities.
• Published and distributed easily.
• Show evident of how time is allocated on
  activities.
• Relevant activities for families, open house,
  testing dates, conferences, group and classroom
  counseling activities, meetings, and other school
  activities.
• Indicator of leadership, advocacy and future
  planning.

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How Do You Manage Your Counseling
Program-Development Plan

• Planning Phase-(program definition, mission and
  vision, building support, needs assessment, and
  goals)
• Designing Phase (set priorities for program
  delivery, desugb realistic model, define
  counselor role and responsibilities, compare
  other models, identify action plan for change

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How Do You Manage Your Counseling
Program-Development Plan-cont.

• Implementation Phase-(identify resources, plan
  overall evaluation, implement changes, and plan
  staff evaluation)
• Evaluation/redesign Phase-(evaluate program,
  continue changes, continue staff development,
  plan for future changes)

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Remember COUNSELORS ARE

• Facilitators of change!
• Leaders in school improvement!
• Partners in educational excellence!
• Coordinators of collaborative community efforts!
• Advocates for equity and excellence!
• Managers of student achievement and school
  counseling competencies!

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References

• (2003) The ASCA national model A Framework for
  school counseling program. Alexandria American
  School Counselor Association.
• American Scool Counseling Association website-
  http//www.schoolcounselor.org/
• Dahir, C. A., Sheldon, C. B., Valiga, M. J.
  (1998). Implementing the National Standards for
  School Counseling Program. Alexandria American
  School Counseling Association.
• Gysbers, N. C. Henderson, P.
  (1988).Developing and managing your school
  guidance program. Alexandria American
  Counseling Association.
• Illinois State Board of Education. (2004).
  School counselor content standards.
  http//www.isbe.net/profprep/CASCDvr/Wd97/23110_sc
  hcounselor.doc
• National board of professional teaching
  standards. (2002). Standards.
  http//www.nbpts.org/standards/index.cfm