Transcript Slide 1

The RISCA
Toolkits Approach
to Implementing
Comprehensive School
Counseling Programs
ASCA 2006 Annual Conference
Chicago, Illinois
June 2006
1
Presenters
 Belinda Wilkerson, Rhode Island Counselorin-Residence
 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 Schools
2
Our Primary Goal
Implement Comprehensive School
Counseling Programs
— 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
3
What We Will Do Today
 Overview of the Eight RISCA Toolkits
 Focus on Toolkit #2—Essential Counseling
Program
 Focus on Toolkit #3—School Counseling
Data Management
 Focus on Toolkit #8—Individual Learning
Plans
 Focus on Managing a State-wide or Districtwide Professional Development Initiative
based on Toolkits
 Practice Using Some Key Tools
4
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 community
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Eight Toolkits
 1—Strategic &
Annual Planning
 5—Family &
Community
Engagement
 2—Essential
Counseling Program  6—Program
Implementation
 3—School
Management
Counseling Data
Management
 4—Professional
Development
Program
 7—Individual
Counselors
Planning for Results
 8—Individual
Student Learning
Plans
6
All Toolkits Produce Products
1—Strategic Plan and
Annual Implementation
Plans
2—Framework for School
Counseling
3—Data Reports on the
Impact of Your
Counseling Program and
SPARCs
4—Professional
Development Program,
Modules and PD
Calendar
5—Plan for Engaging
Families and
Community, and
Building Partnerships
6—Counseling Department
Administrative
Handbook
7—Individual Counselor
Plans for the School
Year
8—Individual Learning
Plan Program for
Students
7
All Toolkits Consist
of 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
8
Step 1 in Each Toolkit is a Visit
to 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
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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 assumed—
the slides begin with Step 2
 Completing all Toolkits will help you
establish the infrastructure for
implementing comprehensive school
counseling programs in your school
and district
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#1—Strategic & Annual Planning
2. Examine the Major Forces Impacting
Your School Counseling Program
3. Learn How to Implement a Complete
Planning Cycle
4. Produce a Strategic Plan
5. Produce Annual Implementation Plans
6. Implement Your Plan and Monitor
Progress
7. Produce Accountability Reports Based on
Your Strategic and Annual Plans
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#2—Essential Counseling Program
2. Define Your Essential Counseling Program
(based on four components of Delivery
System in ASCA National Model)
3. Develop a Scope & Sequence for Your
Counseling Curriculum
4. Define Expected Results for Curriculum
Activities and Align Them with Standards
5. Document Your Essential Counseling
Curriculum
6. Produce a Framework for School Counseling
for Your District
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#3—School Counseling Data
Management
2. Develop a School Counseling Data
Management Program for:
a. Assessing Student Progress towards Standards
b. Assessing the Impact of Implementing Your
School Counseling Program
3. Explore the CSCOR Website
4. Download and Learn How to use EZAnalyze
5. Produce a SPARC for Your School and
District
6. Using SALT Data to Demonstrate Impact of
School Counseling on Student Success
7. Rhode Island Commissioner of Education’s
Review Process
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#4—Professional Development
Program
2. Develop a Professional Development
(PD) Program for School Counselors
3. Publish a School Counseling PD
Calendar
4. Document PD Modules
5. Prepare a New Hire Counselor PD
Program
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#5—Family & Community
Engagement
2. Develop Plan for Engaging Families
and Community
3. Develop Plan for Developing/
Enhancing Partnerships (e.g.,
Government Agencies, Higher
Education, Business Community)
4. Publish a Handbook for Family,
Community and Partnerships
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#6—Program Implementation
Management
2. Define and Document School
Counselor Roles and Responsibilities
3. Define and Document Policies and
Protocols Related to School Counseling
4. Standardized Processes and Forms,
Where Appropriate
5. Maintain Logs of Implementation
Activities
6. Produce an Administrative Handbook
for School Counseling
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#7—Individual Counselors
Planning for Results
2. Produce Individual Counselor Plans for
the School Year
3. Compile Points to Discuss with Your
Department Head and/or Principal
4. Identify Barriers to Achieving Results
and Strategies for Overcoming Them
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#8—Individual Learning Plans
2. Develop an Individual Learning Plan
(ILP) Program for you School and/or
District
3. Develop Materials to Use with the ILP
18
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
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Focus on Toolkit #3
 Toolkit Usage Survey
 Professional Development Initiative
Activity Log
 SPARC
 SALT Data
 Toolkit #3 Activity
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Question 2—I have been directly
involved in developing strategic and annual
plans for counseling in my school
Paired Samples T-Test of Pt 1-2 and Q 1-2
3.000
Mean Score
2.500
2.000
1.500
1.000
0.500
0.000
Pt 1-2
Q 1-2
Paired Variables
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Focus on Toolkit #8
Individual Learning Plans
A Program to Personalize Student Learning
& Contribute to Their Academic, Career
& Personal/Social Success
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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
23
Individual Learning Plans—
A Definition
All schools will support each student’s 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 requirements.
(Rhode Island High School Diploma System, 2005, p. 4)
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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 personal/social
— 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 personalization
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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 development
 Describe the planning process and how they apply it in
their lives (set goals, develop action plans, monitor
one’s progress, reflect on one’s 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
graduation
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Student Outcomes
The ILP provides a structured process to help students
plan for their futures through the:
a) acquisition of knowledge
b) development of skills
c) 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 Program
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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
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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
conclusions
Develop new plan
Provide evidence of progress toward results 29
Behaviors We Want
Students to Adopt
 One’s 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
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Hope High School’s 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
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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 student’s
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file for detailed course description
How We Deliver
the ILP to Students
Introduce the ILP through Advisories
Beginning of Year
During the Year
End of Year
ALP Packet
(4-Year Plan,
Transcript)
Quarterly
Academic Review
Quarterly
by
Students
Start of Year
Written Reflection
on I-PASS Activity
I-PASS Packet
(I-PASS Goal
Setting Activity,
I-PASS Template,
Examples)
ILP Folder
Checklist
Academic
ALP
Packet
Review
with
Parent-Teacher
4-Year Planat
Students
Conference
End ofTranscript
2nd Quarter
ILP Folder Checklist
(Student,
Parent,
and Counselor
Sign the ALP)
1-on-1 Assistance
Review ILP Folder
using Checklist
and Rubrics
Student and
Teacher Surveys
on Impact of
Using ILP
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Academic Learning Plan: Course Audit ~ Hope ARTS
Student Name _______________________________
Grade 9
Courses
Courses
English
Mathematics
Science
Social Studies
World Lang (same)
Physical Ed/Health
Technology
Art - Major
Dance
Music/Instrument
Theatre
Visual Arts
Electives
Electives - LA & ESL
Electives - math
Arts
E1,E2,E3,AE3,E4,EEP-E4
AI, A2, Geo, P-Cal
Bio, chem, Physics,Ch2
World, US, SS elect
French, Italian, Spanish
Student ID # ________________________
Grad. Date _______
Total
Course
Grade 10
GR
CR
Course
Grade 11
GR CR
Course
Grade 12
GR CR
Course
GR CR
4
4
3
3
2
4
1
4
Intro, D2, D3, D4
Intro, I2, I3, I4
Intro, T2, T3, T4
Intro, A2, A3, A4
3
R180-Con Lit ESL-B-I-A
math
Internship
*Total for Graduation
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______________
Date
___________________________
Student Signature
___________________________
Counselor Name
______________
Date
______________
Date
______________
Date
______________
______________
______________
______________
Student Initials
Student Initials
Student Initials
Student Initials
______________
______________
______________
______________
Counselor Initials
Counselor Initials
Counselor Initials
Counselor Initials
* 32 credits = Hope High School Art Scholar
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12/13/2005
* 30 credits = Hope High School Art Advanced Studies Certificate
School Year 2006 - 2007
I-PASS
Individual - Physical ~ Academic ~ Social ~ Success
Student Name__________________________
ID# __________________
Goals & Action Plan (Sept.)
Assess (Feb)
Grade ____
Reflect~written (June) C PC NC
Physical
Exercise
Nutrition
Academic
Educational
College/Career
Social
Clubs/Civic duties
Family & Friends
C=completed
Student Signature _____________________
PC=partially completed
__________
__________
Sept. date & initial
Feb. date & initial
Parent Signature ______________________Mid-year date @ Parent Night
Counselor & Advisor Initials__________________
Providence Public Schools - Hope High School © 2006
NC=not completed
_______
June date& initial
____________
______________
_______________
Begin of year date
Mid-year date
_________
Y/E date
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I-Pass
Individual ~ Physical ~ Academic ~ Social ~ Success Plan
Physical
Exercise
SWI 3-1
*
*
*
Nutrition
SWI 3-1
*
*
*
Establish behaviors and habits that lead to lifelong physical fitness and social and emotional well-being.
Join a school team: soccer, basketball, football, cross-country, track, volleyball, baseball, tennis, dance, cheerleading, etc.
Walk to/from Kennedy Plaza to get bus & exercise.
Develop a personal exercise program - join a gym, walk/run with a friend, walk to work, etc.
Develop healthy eating habits: limit soda, candy & junk food in-take
Eat breakfast daily ~ do not skip meals.
Eat balanced meals & healthy snacks like popcorn, Tostitos, yogurt, fruits, etc.
Drink more water daily.
Academic
Educational
SWI 3-0 Evaluate & monitor classes on mid-quarter (progress & report cards) basis and revise & develop strategies to improve weak academic areas.
* Achieve and maintain honor roll status.
* Improve grade/effort/conduct in particular classes.
* Reduce or eliminate tardiness or absences, discipline reports and suspensions that effect and interfere with education.
* Request extra assignments to excel in class.
* Complete homework and project assignments timely with help from the H2O program, if necessary.
College/Career/Job
SWI 3-2 Explore careers to help set future academic and professional goals.
* Investigate colleges that have your career interest.
* Attend local college open houses and/or walk around local college campuses ~ Brown, RISD, RIC, CCRI, & PC.
* Shadow a professional to gain insight into his/her career AND/OR get a part-time job in your field of interest.
Social
Clubs/Civic duties
SWI 2-0 Participate in, service learning projects and internships that will benefit the Hope/greater community and the individuals' own
personal, academics and/or career goals. Earn a minimum of 20 hours by senior year ~ Give back to the community.
SWI 2-1 Practice the rights and responsibilities of citizenship in a democracy by participating in junior/senior council.
SWI 2-2 Demonstrate, tolerance and respect for differences ~ race, location (where one lives) and their "crew".
SWI 2-3 Working cooperatively in diverse groups and learn to take turns, listen and contribute to the end product/project/result.
* Join a couple of school clubs ~ newspaper, yearbook, H20 activities, etc.
Family & Friends (relationships)
* Become a big brother/sister with a new student at Hope.
* Communicate equally and respectfully with family, friends and adults.
* Resolve issues/conflicts in a responsible manner using an adult mediator when necessary.
* Become more helpful on a voluntary level with family and friends.
SWI= School-wide Indicators #2-Community Involvement & Cultural
#3-Self-Reflection & Management
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Preliminary Data
 Did the Advisory Curriculum Help
Students with:
— Setting Goals (I-PASS)
• Teachers (Yes = 79%)
• Students Average All Grades
(Yes=81%)
— Using Their Academic Learning Plan (ALP)
• Teachers (Yes = 83%)
• Students Average All Grades
(Yes=77%)
 Toolkit #8 Activity
37
Focus on Managing State &
District-wide PDI’s
 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
38
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 Schools
 Coaches Provide On-site Technical
Assistance in How to Implement
Comprehensive School Counseling
Programs
39
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
40
What We Have Learned
 These Are Essential:
— A Community of Dialogue and SelfReflection
— Leadership and Ownership
— Front-end Planning
— A Facilitated Process
— Both Short and Long-Term Goals
— Starting with Toolkit #2 is
Recommended
41
RISCA Toolkits Are Free
 The RISCA Toolkits are available for
free download from the Rhode Island
School Counselor Association’s
website:
www.rischoolcounselor.org
 Tools are continuously developed,
piloted and revised. Check our website
periodically to obtain the latest version
42
Contact Information
 Belinda Wilkerson
[email protected]
 Dr. Patricia Nailor
[email protected]
 Jean Greco
[email protected]
 Dr. Karl Squier
[email protected]
43
Contact Information
 Diane West
[email protected]
 Marianne Davidson
[email protected]
 Rhode Island School Counselor
Association (RISCA)
www.rischoolcounselor.org
 Center for School Counseling
Outcome Research
www.cscor.org
44