Transcript Document

Engaging Washington Guidance
and Counseling Programs in School
Improvement Efforts
Mike Hubert, Director
Guidance & Counseling
Secondary Education & School
Improvement
Supt. Dorn’s 2012
Legislative Priorities
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Retain basic education funding
Improve or remove ineffective teachers
Write rules to address district financial insolvency
Improve academic achievement for all students and
reduce dropout rates
• Promote early learning opportunities
Let’s Talk About…….
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Accountability
School Improvement – Federal & State
Career & College Readiness
Counselors as “Change Agents”
Counselor Interface with SIP
What can you do?
is driving the education
agenda . . .
School Counselors as
Accountability Leaders
“….as a principal element of the leadership role, school
counselors and school counselor educators must do
more than merely acquiesce to the rising accountability
tide; rather, they need to be genuinely committed to and
engaged in improving student educational outcomes
and the profession, rigorously testing and then
jettisoning unproven practices and refining those that
show positive results.”
Source: Sink, C. “School Counselors as
Accountability Leaders: Another Call for
Action,” ASCA Professional Counselor,
December 2009, p. 69
The accountability
relationships we are discussing
today are:
“How does the school guidance
and counseling program impact
student achievement and career
and college readiness”?
MEASURE: A Six-Step
Accountability Framework
Mission
Elements
Analyze
Stakeholders-Unite
Results
Educate
Making DATA Work: A 4 Step
Process
Design – What is Your Question?
Ask – How will you answer your question?
Track – How will you make sense of this data?
Announce – How will you use your findings?
Data Coaching Initiative
Foundational conditions that
support data informed actions
that impact student outcomes:
• the quality of data,
• the capacity of stakeholders
to use the data, and
• an organization–wide
culture that supports and
expects the use of data to
inform decisions.
Guidance & Counseling: Impact
on Middle School Student
Achievement
Schools with highly implemented comprehensive school
counseling programs out performed non-CSCP schools on:
• Grade 6 ITBS Language, Math, Core Total
• Grade 7 ITBS Reading and Math
• Even more pronounced with students who remain in high
implementing schools for multiple years
Source: Sink, C. “An investigation of Comprehensive
School Counseling Programs and Academic Achievement
in Washington State Middle Schools,” ASCA
Professional Counselor, October 2008, p. 43
Guidance & Counseling: Impact
on Elementary School Student
Achievement
Schools with highly implemented comprehensive school
counseling programs out performed non-CSCP schools over time
on:
• Grade 3 ITBS Vocabulary, Comprehension, Reading,
Mathematics
• Grade 4 WASL Listening, Reading, Writing and Mathematics
Source: Sink, C. “Raising Achievement Test Scores in Early
Elementary School Students Through Comprehensive School
Counseling Programs,” ASCA Professional School
Counseling, June, 2003, p. 350
3 Questions
(turn to a colleague)
1. What are some of your specific guidance and
counseling activities that currently impact
student achievement and career and college
readiness?
2. What evidence supports that these activities
are making a difference?
3. What additional knowledge / support do you
need to be able to provide evidence related to
these activities?
Intro to School Improvement
No Child Left Behind (2001)
(Elementary and Secondary Education Act)
ESEA Goal 1
By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency or better in reading/language
arts and mathematics.
ESEA Goal 2
All limited-English students will become proficient
in English and reach high academic standards, at a minimum
attaining proficiency or better in reading/language arts and
mathematics.
No Child Left Behind (2001)
Elementary and Secondary Education Act
ESEA Goal 3
By 2005-2006, all students will be taught by highly qualified
teachers.
ESEA Goal 4
All students will be educated in learning environments that
are safe, drug free, and conducive to learning.
ESEA Goal 5
All students will graduate from high school.
Connecting School Counselors
to NCLB
Integral to Goals 1, 2, 4, 5
School
Counselors –
are here!
Integral to School
Improvement
WA: No Child Left Behind
Waiver Request
Must establish and meet four principles:
• College and career-ready expectations for all
students;
• State-developed differentiated recognition,
accountability and support;
• Support for effective instruction and
leadership; and
• Reducing duplication and unnecessary burden.
New Federal SIG Guidance
New school level requirements
SIG plans to address the academic and non-academic
needs of their student should assess and address:
• Mental health needs and interventions in an integrated
manner
• Access to school-based counseling services
• School-based teams to address student needs and
support school climate
Is this about the work of the school counselors?
Excerpted from US DOE FY 2012 Omnibus Appropriations bill language
related to School Improvement Grants
Where do you see guidance and
counseling in this model?
Work Ready, College Ready,
Same Preparation
School counselors must become assertive
advocates for:
• educational equity – closing the gap
•
access to rigorous college and careerreadiness curriculum
•
academic success for all students
The New Vision for School Counseling
Education Trust, 2003
School Improvement
CGCP alignment with the school’s mission and school
improvement plan can actively demonstrate the impact
on student achievement by:
• Raising student aspirations
• Helping students acquire resiliency and coping
skills for school and life success
• Managing and accessing resources for student
support
School Improvement (con’t.)
• Collaborating with faculty to share the
responsibility for student progress
• Engaging students in educational and career
planning that present students with a wide variety
of quality postsecondary opportunities
• Working intentionally toward closing the gap in
student performance
Source: Dahir, C. & Stone, C., “Accountability: A Measure of the Impact School
Counselors Have on Student Achievement”. Professional School Counseling, February,
2003, p.214
Rationale
By aligning a comprehensive guidance and counseling
program with the school’s mission and school
improvement plan, professional school counselors:
• partner as leaders in systemic change
• ensure equity and access
• promote academic, career and personal/ social
development for every student
Purposes of School
Improvement: WIIN
• Accelerate and substantially improve the academic
achievement of ALL students
• Close opportunity and achievement gaps
• Use Needs Assessments and Improvement Processes to
prioritize needs and invest limited resources in several
targeted goals
• Build effective systems to serve ALL students and sustain
changes over time
• Satisfy requirements in the No Child Left Behind Act
(NCLB) of 2001
Do you see CGCP in this work?
Nine Characteristics of
High-Performing Schools
Second Edition, June 2007
1.
2.
3.
4.
A clear and shared focus
High standards and expectations for all students
Effective school leadership
High levels of collaboration and
communication
5. Curriculum, instruction and assessments
aligned with state standards
Nine Characteristics
(con’t.)
6.
7.
8.
9.
Frequent monitoring of learning and teaching
Focused professional development
A supportive learning environment
High levels of family and community
involvement
CGCP Relationships to the “9”
Where can you deepen your engagement?
Poised to Lead
Steps to how school counselors can drive
college and career readiness
• Revise school counselors job descriptions so that they are
focused on equitable education and preparing all students for
college and career.
• Center university training programs on the school counselor’s
role in educational equity and college and career readiness.
• Align and tighten state credentialing requirements for school
counselors.
• Provide strong professional development to help existing
school counselors make the shift.
• Align school counselors’ professional evaluations to the
academic outcomes of students.
Poised to Lead: How school counselors can
drive college and career readiness, The
Education Trust, 2011
“New Vision” Mission for
School Counselors
“Our mission is to transform school counselors
into powerful agents of change in schools to
close the gaps in opportunity and achievement
for low-income students and students of color.”
The New Vision for School
Counseling, The Education Trust,
2003
Why School Counselors as
“Agents of Change” on Behalf
of Students?
They have the skills to:
 Assess and interpret student needs
 Recognize differences in cultures, languages, values, and
backgrounds
 Serve as liaisons between students and staff
 Set high aspirations for all students
 Develop supports to help them succeed
 Assess barriers that impede learning, inclusion, and academic
success
 Coordinate school & community resources for students. Families
and staff to improve achievement
 Leadership for school officials to view data through an equity lens
The New Vision for School
Counseling, The Education Trust,
2003
What are ways you have been
an agent of change in your
school / district?
What Situations in Your School
Are You Concerned About?
Attendance
Graduation Rate
Promotion Rate
Multiple Failure Rate
Postsecondary Going Rate
Standardized Test Scores
Drop Outs
The More Time in School, the Wider
the Gap?
• The racial achievement gap grows in magnitude as a
child nears entry to the workforce.
• In Washington State, between grade 4 and grade 12, the
gap grows:
41% for Latino students
22% for African American students
Dual Credit Participation &
Ethnicity
American
Indian1
Asian1
Black1
Hispanic1
White1
Pacific
Islander1
MultiRacial1
Ethnicity
Not
Provided1
Tech Prep
2.2%
7.8%
6.5%
14.9%
65.2%
<.01%
2.2%
.38%
Advanced Placement
1.2%
13.7%
4.0%
8.9%
69.2%
0.05%
2.1%
.03%
Running Start
1.5%
8.1%
3.0%
5.1%
79.8%
<.01%
1.7%
.06%
College in the High
School
International
Baccalaureate
1.0%
10.9%
1.9%
7.7%
76.2%
.2%
1.9%
<.01%
.86%
25.12%
2.5%
6.2%
62.6%
0.05%
2.7%
.05%
Program
African – American = 4.7%
Hispanic = 18.9%
American Indian = 1.7%
Pacific Islander = 8%
Multi-Racial = 5.4%
OSPI Dual Credit Report,
November, 2011
Dual Credit Participation &
Free/Reduced Lunch Eligibility
43.7% of WA Students are
Free/Reduced Lunch Eligible
Did you know?
• The college enrollment gap between black and white
students is wider than ever.
• Smart kids from low-income families earn degrees
less often than kids from high-income homes who
are low achievers.
• Colleges award more grant aid to wealthy students
than to low-income students.
Opportunity Adrift: Our Flagship Universities Are Straying From Their
Public Mission." (Source: Baum, Sandy and Jennifer Ma. “Education Pays.”
College Board, 2007.)
You Are About Every Kid
The Professional School Counselor’s Role
“Professional school counselors develop and
implement a comprehensive school counseling
program that promotes equity and access for all
students.”
The Professional School Counselor and Equity for All Students Position
Statement, ASCA, Adopted 2006
So What Will You Do?
&
How Can We Support Each Other
in This Work?
Homework
Talk to Your Principal
Meet with Your Colleagues and Present Your Plan
Find Your Data Wizard
Present Your Ideas to Your Faculty
Ask Colleagues to Collaborate and Team with You
Monitor Your School’s Data
Prepare Your MEASURE or DATA Draft
Demonstrate Measureable Success
Publicize and Share Your Efforts
CELEBRATE!
Homework (con’t.)
Register and participate in the WSCA Scene
Register and participate in OSPI’s CGCP Listserv
http://listserv.wa.gov/cgi-bin/wa?A0=CGCPSUPPORT
CGCP NEWSLETTERS
It’s Hard Work
but deeply, deeply appreciated
“Having worked in the schools for 34 years, there is no question that counselors have
the ability and the mission to positively impact the lives of all students, from the most
vulnerable to the most fortunate. I believe that all kids need to be supported in
becoming, college, career and life-ready. School counselors are central to that work
in our schools.”
Dan Newell, Assistant Superintendent,
Secondary Education & School Improvement
OSPI Contacts
Mike Hubert, Director
Guidance & Counseling
Secondary Education & School Improvement
[email protected]
&
Danise Ackelson, Supervisor
Navigation 101 & Guidance and Counseling
Secondary Education & School Improvement
[email protected]