Transcript Framework for High Performing School Systems

West Virginia Achieves
Professional Development Series
Volume XX
Systemic Developmental Guidance
and Counseling with Strong
Character and Career Education
West Virginia Department of Education
Mission
The West Virginia Department of Education, in conjunction
with the Regional Education Service Agencies and the Office
of Performance Audits, will create systemic conditions,
processes and structures within the West Virginia public
school system that result in (1) all students achieving
mastery and beyond and (2) closing the achievement gap
among sub-groups of the student population.
Robert Hutchins
The Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the
world is education for all. The world is entitled to
know whether this idea means that everybody can be
educated or simply that everyone must go to school.”
What We Know…
An emerging body of research identifies characteristics of
high performing school systems.
These school systems have made significant progress in
bringing all students to mastery and in closing the
achievement gap.
These systems share characteristics described in The West
Virginia Framework for High Performing Schools.
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
INSTRUCTIONAL PRACTICES
CURRICULLUM MANAGEMENT
IMPROVEMENT PROCESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
Counseling?
People have wondered…
What do school counselors DO?
The old question was…
“What do counselors do?”
The new question is…
“How are students different because of
the school counseling program?
West Virginia State Board Of
Education Policy 2315
ASCA National Model
Foundation
Philosophy
• School counseling programs support a school’s
academic mission.
• School counseling programs are data driven.
• School counselors are involved in every school
activity to some degree.
• School counselors serve as advocates for all students.
• School counselors continue to seek professional
development and are involved in their professional
association.
West Virginia School Counseling Programs
Mission
To focus on academic, career and
personal/social development to ensure that
every student benefits from a program that
is comprehensive in scope, preventative in
design and developmental in nature.
Domains
• The school counseling program facilitates
student development in three broad domains:
– Academic
– Career
– Personal/social
• The school counseling program helps to
promote and enhance the learning process.
ASCA National Standards and
Competencies
• This serves as the foundation for the ASCA National
Model.
• These student content standards and competencies define
the knowledge, attitudes or skills students should obtain or
demonstrate as a result of participating in a school
counseling program.
• They are developed and organized into three domains.
Why Have A Comprehensive
Program?
• a focus to “never forget”
• an essential component of the
educational experience of all students
Rationale
By aligning a counseling program with the
school’s mission and school improvement plan,
professional school counselors will
• partner as leaders in systemic change
• ensure equity and access
• promote academic, career and personal/
social development for every student
The National Standards are
statements of what all students
should know and be able to do
as result of participating in a
school counseling program.
Academic Development
Standard A. Students will acquire the attitudes,
knowledge and skills that contribute to effective
learning in school and across the life span.
Standard B. Students will complete school with
academic preparation essential to choose from a
wide range of substantial post-secondary options,
including college.
Standard C. Students will understand the
relationship of academics to the world of work,
and to life at home and in the community.
Career Development
Standard A. Students will acquire the skills to
investigate the world of work in relation to
knowledge of self and to make informed career
decisions.
Standard B. Students will employ strategies to
achieve future career success and satisfaction.
Standard C. Students understand the relationship
between personal qualities, education, training,
and the world of work.
Personal/Social Development
Standard A. Students will acquire the attitudes,
knowledge and interpersonal skills to help them
understand and respect self and others.
Standard B. Students will make decisions, set
goals and take necessary action to achieve goals.
Standard C. Students will understand
safety and survival skills.
What is your county’s/school’s
foundation for a comprehensive
developmental guidance and
counseling program?
Management System
We Do This By
• Aligning the school counseling program to the
mission of the school
• Using data to demonstrate the need for change
• Focusing on improving student achievement
• Connecting the school counseling standards with
the academic learning standards
• Identifying specific student competencies to
achieve the school’s goals
• Collaborating and teaming with colleagues
What does your county’s/school’s
management system for a
comprehensive developmental
guidance and counseling program
look like?
Delivery System
Guidance Curriculum
• Consists of structured developmental lessons (i.e.
character education & career development)
• Designed to assist students in achieving
competencies
• Presented systematically
• Delivered using a collaborative model involving
the school counselor, classroom teachers, and
other appropriate education professionals.
Individual Planning with Students
• Activities coordinated by counselors that assist
students in developing personal goals and future
plans
• Academic/career/personal/goal setting
– Career planning
– Individual student academic planning
– Interpretation of and application of assessment
information
– Parental and school staff involvement
Responsive Services
Activities to meet students’ immediate needs
• May be provided directly - Individual, group
counseling, classroom guidance
• May be provided indirectly - through consultation,
peer facilitation, or outside referral
Responsive Services
May address these and many others
–
–
–
–
–
Peer pressure
Family relationships
Grief and loss
Child abuse
Dropout prevention
–
–
–
–
–
Conflict resolution
Personal identity issues
Suicide and accidents
Attendance problems
Motivation and
achievement issues
Responsive Services
• Services for student with a severe crisis are usually
short term in nature.
• The counselor may act as a facilitator between
school/student and resources agency.
• The school counselor may facilitate or serve on a
school/community crisis response team.
System Support
• System support includes activities that establish
maintain and enhance the total school counseling
program
–
–
–
–
–
Professional development
Consultation
Collaboration and teaming
Data analysis and interpretation
School improvement plan development and
implementation
Delivery System
Elementary
Middle
High School
Guidance
Curriculum 35-45%
25-35%
15-25%
Individual
Planning
5-10%
15-25%
25-35%
Responsive
Services
30-40%
30-40%
25-35%
System
Support
10-15%
10-15%
15-20%
How are your counselors spending their
time?
Is their time similar to the suggested
percentage of times?
If not, what needs to be revised or created
to allow this to happen?
Accountability
Use of Data
– Analyze and use data to examine and improve
student outcomes
– Establish and assess measurable outcomes for
counseling programs
– Use school-based data to support decision
making
– Use data from surveys, interview, focus
groups, and needs assessments to address
student needs
Analyze School Data
Take a good look at the overall school data to
guide your program:
•
•
•
•
•
WESTEST Scores
Attendance data
Drop out rate
GPA’s or DFI Lists
Course enrollment
patterns
• Discipline
referrals/suspensions
• Parent involvement
Reality Check
• What does the data tell you about the current
situation in your school?
• What needs to change?
• What can the school counseling program do
to create the necessary changes to support
student success?
What Will The Results Be?
• Every student will benefit from the school
counseling program.
• Every student will acquire attitudes,
knowledge and skills as a result of the nine
standards and competencies.
• Every student will be better prepared for
transitions from grade to grade and to life after
high school.
How is your comprehensive
developmental guidance and
counseling program addressing
accountability?
What are the benefits of a
comprehensive developmental
guidance and counseling
program?
Benefits for Students
• Increases classroom performance
• Involves ALL students in the guidance and
counseling program
• Provides consistent developmental lessons
in grades K-12
Benefits for Counselor
• Provides clear role and function
responsibilities
• Eliminates non-guidance functions
• Creates a tool for program management
• Provides an opportunity to reach ALL
students
Benefits for Parents
• Improves home to school communication
• Involves parents in the educational process
• Increases collaboration between parents and
school staff
Benefits for School
• Provides a team effort to address students
needs
• Provides program structure with specific
content
• Promotes career development with core
curriculum
Benefits for Administrators
• Provides program structure with specific
content
• Promotes accountability and meets need of
GAP students
• Promotes a proactive, prevention-based
program
• Promotes career development integration
with core curriculum
For more information related to
school counselors contact
Lisa Burton, Coordinator
West Virginia Department of Education
Office of Student Services and Health Promotion
Phone – 558-8830
Email – [email protected]