Transcript 605_intro_unit_1

Dr. Harvey Hoyo
Course Custodian
Knowledge Base
Adaptation
Goals of Presentation
A. Current Trends
B. Ed Trust & ASCA National Model
C. Tiered Support Programs
D. Accountability Impact on School Counselors
A Quick Write
KWL:
What do you know about delivering guidance
lessons?
What do you want to learn about delivering guidance
lessons?
What did you Learn about delivering guidance
lessons?
Current Trends in Education
 Standards-based education reform (clear standards,
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rigorous curriculum, supports, accountability).
Focus on idea that all students can learn.
Focus on “we take students from where they are and
move them forward.”
Focus on the achievement gap (systemic not
traditional mental health model).
Data driven decision-making.
Current Change Models For School
Counselors
 Education Trust Transforming School Counseling
Initiative.
 American School Counseling Association National
Standards and Model for School Counseling Programs.
 State Initiatives (e.g. Texas, California).
 Results-based Guidance (Johnson & Johnson).
Education Trust Model
 The Achievement Gap is the most significant
educational problem of our day.
 Much of the Achievement Gap results from factors
that are under the control of schools.
 School Counselors must focus on achievement issues
through both individual and systemic work.
Education Trust Model
Poor and Minority Students are Much Less Likely to Have:
 Exposure to a challenging college
preparatory curriculum.
 Challenging classroom projects and
homework assignments.
 Placement in 8th grade algebra, honors, and
college placement courses.
 Access to effective academic support
programs.
Education Trust Model
The Role of School Counselors needs to be redefined:
Present Focus:
 Mental Health Focus
New Vision:
 Academic Achievement
Focus
 Individual student’s
concerns and issues
 Clinical model focused
on student deficits
 Whole school and
system concerns/issues
 Developmental model
building on student
strengths.
Education Trust Model
Redefining The Role of School Counselors:
Present Focus:
New Vision:
 Guardians of the status
 Agents of change for equity and
 Involved primarily with
 Involved with students,
 Dependent on system’s
 Brokers for services for
 Postsecondary planners
 Champions for creating
quo
students
resources
with interested students
social justice
parents, educators, community
students and parents.
pathways for all students to
achieve high aspirations
How does the Education Trust
impact your future as an effective
school counselor?
ASCA Model School Counseling Program
“ASCA
has developed a National Model
for School Counseling Programs to
connect school counseling with current
educational reform movements that
emphasize academic achievement.”
ASCA Model School Counseling Program
The model aligns the counseling program with the
school’s academic mission. School Counselors:
●Are Leaders in Systemic Change
● Foster Equity and Access
●Promote Academic, Career
and Personal/Social
Development for ALL
Students
ASCA National Model
Delivery System
School Guidance Curriculum
Individual Student Planning
Responsive Services
System Support
Management System
 Agreements
 Advisory Council
 Use of Data
 Monitoring Student Progress
 Closing the Gap
 Action Plans
 Guidance Curriculum
 Closing the Gap
 Use of Time
Accountability
 Result Reports
 Impact Over Time
 Pre-Post assessments for guidance lessons
 School Counselor Performance Evaluations
 Program/Curriculum Audits
Academic Development
From Moreno Valley Unified
1. Guidance Curriculum (HS)
•
ACADEMIC
Career
•
•
•
Personal/ Social
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•
Developing Academic 4/6
year Plans
Promotion/Retention Criteria
Organization, Study and
Testing Taking Skills
Registration, College and
High School Graduation
Requirements
Post High School Options
Transition into the Real
World
ACADEMIC
Career
Personal/ Social
Academic Results
Goal Setting (K-5)
After classroom guidance lessons
pre-post tests indicated…
• student knowledge of goal setting
increased from 10% to 98%
• 90% achieved their identified goal
ACADEMIC
Career
Personal/ Social
Academic Results
Interventions (6-8)
After Academic Counseling Groups:
• 37% of 6th graders (64)
• 24% of 7th graders (47)
• 72% of 8th graders (46)
Demonstrated GPA improvement
ACADEMIC
Academic Results
Interventions (6-8)
Career
Personal/ Social
Pre:
Post:
Students on retention
list:
Students who came off
retention list:
• 6th - 81
• 7th - 73
• 8th - 103
• 6th - 27
• 7th - 22
• 8th - 23
72 students avoided retention
Academic
Career
PERSONAL/SOCIAL
Personal/Social Results
Conflict Resolution (K-5)
• Number of students who could
peacefully resolve a conflict increased
from 55% to 88%
• Following implementation of a Conflict
Manager program the number of suspended
students was reduced from 13% to 3% in
the current year.
Academic
Career
PERSONAL/SOCIAL
Personal/Social Results
Conflict Resolution (6-8)
• At one site the number of students resolving
conflicts with the help of peer mediators
increased from 0 to 346
• At another site, the number who took
advantage of peer mediation increased
from 47 to 149 with a decrease in referrals
by 10%
Academic
CAREER
Personal/ Social
Career Development
Canyon Springs High School
• In the last three years the number of students visiting the
career center has increased from 30 to over 200 students
per day with the satisfaction survey indicating 80%
increase in relevancy.
• Parent attendance at evening guidance events has increased
from 150 to 500 parents with post evaluations as 97%
favorable.
• Scholarship dollars for students increased from $750,000 to
$925, 000
• Finally, graduation rates have improved from
84 % to 89%
What are simple; but
effective ways you can
measure the student
success in your
guidance lessons?
Tier 3
5%
Tier 2
20%
Tier 1
100%
1. School improvement efforts/school climate
2. School-wide
approach to discipline
3. Building
student competencies with a
Comprehensive Guidance Curriculum
4. Career
Development Education: Navigation
101, ROP Career Labs, Career Academies
Comprehensive Guidance Curriculum received
by all students: Violence/Bullying Prevention
Programs
- Second Step/Steps to Respect Violence
Prevention (Elem and MS versions)
- Olweus Bullying Prevention Programs (K-8)
- Bully Proofing Your School (best family components)
- Bully Busters (teacher-based) (K-8)
-PeaceBuilders (K-6)
Academic Skill development
- Caring School Community (K-6)
-Student Success Skills (4-9)
Social/Emotional Skill development
- Social Decision Making/Social Problem Solving
(2-8)
- Resolving Conflicts Creatively Program (1-6)
- Promoting Alternative Thinking Strategies
(PATHS) (K-6)
- I Can Problem Solve (ICPS) (PreK-5)
Social skill development: Drug, alcohol,
violence prevention
-
Life Skills Training (K-12)
Lions-Quest Skills (K-12)
Project Achieve (PreK-8, has been used in HS)
Project Northland (6-8)
Michigan Model for Comprehensive School
Health Education (K-12)
Career Planning (Sample Program)
NAVIGATION 101: Career Planning
http://www.k12.wa.us/navigation101/default.aspx
- Focused on Goal Setting
- Bimonthly, 45 minute meetings
- Grades 6 thru 12 (Sequence )
- Nine recurring Themes
- Twenty Advisory-based Lessons Per Year
- 140 Downloadable Lesson Plans
- Online Materials to Support Implementation
- Evaluation Data Templates
Data Demonstrates: students who participated in
NAV 101:
- More likely to have parents participate in student
conferences
- More likely to stay in school and move from 9th to
10th grade without dropping out
- Greater success passing important “gatekeeper” courses
(e.g., Algebra, Physics, and Chemistry)
- Had higher 10th grade state achievement test scores
(Math, Reading, and Writing)
- Had higher high school graduation rates
- Less likely to need remedial courses in their college programs
Guidance Lessons Components
What
How
Comprehensive Developmental Program
Phase (Gybers & Myrick)
 School Guidance programs ensure that all students
have access to support for academic, career, and
personal/social development.
 School Counselors use Individual Planning,
Responsive Services, Guidance Curriculum and
System Support.
 School Counselors are accountable for time spent on
different activities.
How will the accountability
movement impact your role
while presenting guidance
lessons?
Additional Resources
 ASCA National Model (Bowers & Dahir, 2002)
 http://www.schoolcounselor.org/content.cfm?L1=10
 Education Trust
 Education Watch, The Education Trust Community
Data Guide
 http://www.edtrust.org/main/main/index.asp
 American Student Achievement Institute
 http://www.asainstitute.org/schoolcounseling/resou
rces.html
We need to be the change
we want to see happen.
We are the leaders
we have been waiting for.
-Gandhi
What did you learn about guidance
lessons impacting your role as a
school counselor?