Transcript Document

Developing, Aligning, and
Assessing Your School
Counseling Curriculum
James E. Guarino, Ed.D.
Salem (CT) Middle School
Arthur W. Lisi, Ph.D.
Coventry (RI) High School
ASCA National Conference
Atlanta, Georgia
July 1, 2008
Goals of the Workshop
1.
2.
3.
4.
5.
Develop an essential school counseling
curriculum
Align the curriculum with ASCA Standards
Identify outcomes by documenting essential
counseling activities
Assess student progress toward these outcomes
(standards) by examining data
Evaluate the impact of the counseling program
The RI School Counselor Association, to help
counselors develop and organize their school
counseling program, has published these
EIGHT RISCA TOOLKITS
1. Strategic and Annual Planning
2. Essential Counseling Program
3. School Counseling Data Management
4. Professional Development Program
5. Family and Community Engagement
6. Program Implementation Management
7. Planning for Results
8. Individual Student Learning Plans
Using the RISCA
TOOLKIT 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 health of the school community.

Appreciation to Dr. Karl Squier, RISCA member

Can be accessed at www.rischoolcounselor.org
Goal 1:
What Do We Need to Do to Develop a
School Counseling curriculum?
Start by identifying the key activities
(informational talks, lessons, classroom
meetings, etc) you are already doing in your
role as a school counselor.
 You can create a list of these, but better still
would be to create a map/blueprint of when
you do these activities, the type of activity and
who your audience is.

Brainstorm what you do in delivering your
essential school counseling program…
1.
2.
3.
4.
5.
Counseling Curriculum (what you do to
include ALL students, such as structured
classroom lessons/presentations, small
group activities, etc.)
Individual Planning
Responsive Services
System Support
Non-counseling activities
Mapping your Guidance curriculum can be
achieved by placing your guidance activities in
a
Scope and Sequence
Scope and sequence shows the progression
of interventions/activities throughout the
school year and across grades.
 Make sure …

– Sequence of activities is developmentally
appropriate
– Activities, viewed collectively, provide students
with multiple opportunities to progress toward,
and achieve, the ASCA standards
Elementary School Essential
Counseling Curriculum
Month
AUG
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APRIL
MAY
JUNE
Summer
Grade K Grade 1
Grade 2
Grade 3 Grade 4
Grade 5
Salem Middle School Essential
Counseling Curriculum
Lesson
Grade 5
Grade 6
Grade 7
Grade 8
1
Career Inventory/Transition to
middle school
Career Inventory/Choices
Career Inventory/Choices
Career Inventory/Choices
2
Career Fair
Career Fair
Career Fair
Career Fair
3
Career Fair Follow-up
Career Fair Follow-up
Career Fair Follow-up
Career Fair Follow-up
4
Student Success Skills
Student Success Skills – Review
Session
Student Success Skills – Review
Session
Student Success Skills --- Review
Session
5
Student Success Skills
Understanding the Problem
Understanding the Problem
Understanding the Problem
6
Student Success Skills
Empathy
Empathy
Empathy
7
Student Success Skills
Identifying Feelings
Anger Management
Anger Management
8
Student Success Skills
Anger Management
Anger Management
Anger Management
9
Student Success Skills
Anger Management
Problem Solving
Problem Solving
10
Empathy
Problem Solving
Applying Skills – Making a
complaint
Applying Skills -- Dealing with putdowns
11
Impulse Control
Applying Skills --Bullying
Applying Skills --Bullying
Transition to High School – Goal
Setting
12
Anger Management
Applying Skills -- Diffusing a
Fight
Applying Skills -- Peer Pressure
Transition to High School
Coventry High School
Essential Counseling Curriculum
SEPT
Add/edit
courses
Prepare school
profile
Prepare
NECAP, PSAT
& ASVAB
testing day,
schedules,
room
assignments&
coverage
Transcripts
updated
Grade 9
Grade 12
Schedule adjustments
Schedule adjustments
Schedule new/transfer
students, tour building,
get IDs
Schedule new/transfer students, tour
building, get IDs
Insure 504 Plans
distributed to all
teachers.
Insure 504 Plans distributed to all
teachers.
.
Advisory: Welcome; highlight scheduling
Advisory: Welcome;
policies from Handbook.
highlight scheduling
policies from Handbook. Lesson: The College Application Process
“The Credit Story” –
pre/post assessment
& procedures. Pre/Post assessmt
Review CHS
extracurricular
activities
Discuss Revolution Prep SAT course
Policies re: SAT test in Oct
Review CHS extracurricular activities
What is the School Counseling
Curriculum?
“The Guidance curriculum consists of
structured developmental lessons designed
to assist students in achieving the
competencies and is presented
systematically through classroom and group
activities, K-12.”
- ASCA National Model Workbook (2005)
The Essential School Counseling
Curriculum Is One Which…






Is a written instructional program presented
developmentally and comprehensively.
It is an event that engages students and personalizes
their learning experience.
Delineates your planned interventions.
Aligns with ASCA standards in the areas of academic,
career, and personal/social development.
It is capable of generating data on student progress
toward the stated outcomes in the activity and toward
ASCA standards.
It is (or will be) documented.
Goal 2
Aligning your Curriculum with ASCA Standards
Standards-based education involves the
Guidance program as well
 Do your guidance activities meet the criteria
of “curriculum” – structured lessons to help
all students learn the knowledge, skills,
beliefs and behaviors/attitudes/dispositions?
 If so, they need to be aligned to ASCA’s nine
standards and possibly to the eleven National
Career Development Guidelines.

What Does It Mean to be Standards-Based?
A standard is a target that we shoot for—a result we hope to achieve. Student standards are the results we want students to achieve through their
participation in the counseling program.
What Does Standards-based Mean?

Clearly identifying the results we want students to achieve that are aligned with educational and workplace requirements.

Having high expectations for all students. High standards without high expectations are meaningless.

Delivering quality opportunities for students to learn how to achieve the results.

Providing meaningful opportunities for students to demonstrate what they know and are able to do as a result of what we have taught them.

Gathering evidence that students are progressing toward or achieving the standards.
What Evidence Do We Want to Gather about Student Progress towards Standards?
To demonstrate the impact of the school counseling program, we need to be able to show that students have successfully:

Acquired relevant knowledge.

Developed appropriate skills (skill is the ability to do).

Adopted attitudes and behaviors that lead to success.

Applied their knowledge, skills and attitude in meaningful ways to real-life contexts.
Multiple Sets of Standards
This exercise identifies a variety of student standards and competencies that are relevant to a K-12 school counseling program. The ASCA standards
are the primary set of standards that counselors help students achieve. These are closely linked with the National Career Development Guidelines as
career development is an integral part of the counselors’ mission. Along with the SCANS competencies and the RI Applied Learning Standards,
counselors have an important role to play in ensuring that all students finish high school capable of making informed decision regarding their postsecondary options. The RI High School Diploma System further delineates requirements students must meet to graduate. School counselors must
demonstrate how they help students to meet these requirements.
ASCA Counseling Standards
Standards
Academic A
Students will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
Academic B
Students will complete school with the academic preparation essential to choose from
a wide range of substantial postsecondary options, including college.
Academic C
Students will understand the relationship of academics to the world of work, and to
life at home and in the community.
Career A
Students will acquire the skills to investigate the world of work in relation to
knowledge of self and to make informed career decisions.
Career B
Students will employ strategies to achieve future career success and satisfaction.
Career C
Students will understand the relationship between personal qualities, education and
training, and the world of work.
Personal/Social A
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others.
Personal/Social B
Students will make decisions, set goals, and take necessary action to achieve goals.
Students will understand safety and survival skills.
Personal/Social C
[Source, ASCA National Model (2005)]
National Career Development Guidelines
Educational Achievement and Lifelong Learning Domain (ED)
ED1—Attain educational achievement and performance levels needed to reach your personal and career goals.
ED2—Participate in ongoing, lifelong learning experiences to enhance your ability to function effectively in a diverse and changing
Personal Social Development Domain (PS)
PS1—Develop understanding of self to build and maintain a positive self-concept.
PS2—Develop positive interpersonal skills including respect for diversity.
PS3—Integrate growth and change into your career development.
PS4—Balance personal, leisure, community, learner, family and work roles.
economy.
Career Management Domain (CM)
CM1—Create and manage a career plan that meets your career goals.
CM2—Use a process of decision-making as one component of career development.
CM3—Use accurate, current and unbiased career information during career planning and management.
CM4—Master academic, occupational and general employability skills in order to obtain, create, maintain and/or advance your employment.
CM5—Integrate changing employment trends, societal needs and economic conditions into your career plans.
Goal 3
Identifying Outcomes and
Documenting Each Activity





Identifying outcomes/assessing needs is a key step even if
you have existing activities in your curriculum
Documenting essential counseling curriculum is an
important step in building counselor capacity for change
It enables counselors to reflect – and build -on best
practices
Allows counselors to reconsider what concrete results
they want students to achieve
Insures that detailed documentation gives other
counselors information to successfully conduct the
activity.
Documentation means creating
School Counseling Lesson Plans







Title your activity – it can be referenced,
catalogued, and becomes a part of your guidance
curriculum
Give yourself credit!
Grade level
Materials
Collaboration required? Helpful?
ASCA and National Career Development
Standards utilized
What results do we expect from the students?**
Lesson Plans (continued)
What preparations do we need to make?
 What resources do we need?
 How many sessions are there?
 What are the “action steps” and who is
responsible for each step?
 Attach any worksheets.

Anger Management
By: Tifany David
Grade 2
Students:
Sessions: Multiple sessions
ASCA Counseling Standards Addressed
A-A
A-B
A-C
C-A
C-B
C-C
PS-A
PS-B
PS-C
X
X
X
National Career Development Guidelines Addressed
ED1
ED2
CM1
CM2
CM3
CM4
CM5
PS1
PS2
PS3
PS4
Results
Results Statements
(As a result of participating in
this activity, students will:)
How Students Will Demonstrate
Progress Toward Results
Assessments Used
With Each
Result Statement
1
-Acquire the knowledge, attitudes, and
interpersonal skills to help them understand
and respect self and others.
 Discuss the meaning of anger.
Identify what makes us angry.
 Class List
2
- Make decisions, set goals and take
necessary action to achieve goals.
 Discuss our anger triggers and
discuss how we can cope with that
anger in a positive way.
 Class discussion of the procedures,
along with the class list.
3
- Understand safety and survival skills.
 Discuss why it is important to
mange our anger in a safe way.
 Class discussion and practice.
Preparations
Complete the following preparations prior to introducing the activity to student
Session
Step
Responsibility
Action Steps
1
1
Counselor
 Write the word anger on the board.
1
2
Counselor
 Ask the students to think about what anger is.
1
3
Counselor
 Ask the students to think about why it is important to learn about
and discuss anger. Discuss that anger is a natural emotion and it is
ok to feel anger. Discuss that how we respond to anger is what gets
us into trouble sometimes.
1
4
Counselor and
Students
 Compile a list of what anger is.
1
5
Counselor and
Students
 Discuss each item mentioned.
1
6
Counselor and
Students
 Compile a list of what makes the students angry.
1
7
Counselor and
Students
- Discuss each item mentioned.
1
8
Counselor
1
9
Counselor and
Students
1
10
Counselor
 Explain to the students that they are going to watch a video on anger
management.
1
11
Counselor
 Show video
1
12
Counselor and
Students
1
13
Counselor
1
14
Counselor and
Students
- Ask students to think of the ways that they respond to the things that
make them angry.
 Discuss the way that they respond to angry situations.
 When the video has ended, ask the children what they learned from
the video.
 Record the answers on chart paper.
 Discuss the list, and ask if any of the positive reactions in the video
may be something that they could try doing.
Freshman Advisory: The Credit Story
Graduation Requirements:
1) A minimum of 24 credits required including the following (most will earn 28 credits.)
– 4 credits in English
– 4 credits in Math (or a math related class such as accounting, physics, etc)
– 3 credits in Science
– 3 credits in Social Studies (including America & the World 2 and 3)
– 2 years of a world language (or literacy/reading if recommended)
– 2 credits in physical education/health (must pass PE every year)
– .5 credits in the visual, performing or fine arts
– .5 credits in computer literacy/technology
– The remaining 5 credits come from electives, Career and Technical programs, etc.
2) Demonstration of Proficiency (what we call “PBGRs”) through each of the following:
–
–
Capstone Project (a research and exhibition project)
Electronic Portfolio (which includes tasks assigned in every class)
What is a credit?
Any course that meets for a full year (FY on your schedule) in worth 1 credit, such as:
Lesson Plan is written in terms of
RESULTS!!

What are the outcomes we want students to
achieve as a result of participating in the
particular learning experience?

Define concrete results that are observable
and measurable.
RESULTS Statements are important
because they…




Insure that ALL students receive the benefit of the
counseling curriculum
Insures that we – like all educators – are involved in
observing and measuring learning against a standard
Aligned with ASCA National Standards, thus
designed to help students achieve all 9 standards;
Provide student with opportunities to demonstrate
what the student knows and can do – especially in a
performance-based environment
– multiple opportunities to learn
– multiple opportunities to apply (practice)
– multiple opportunities demonstrate the learning
Examples of Meaningful Results Statements
A Results Statement begins with an action verb.
An action verb is something students do that produces results that are observable and measurable.
An action
verb
is something
students do
that produces results
Processes
[Students
learn and apply]
Analyze
or
evaluate
 Break something down into its  Steps in
essential components
conducting
analysis/
 Apply steps in critical
evaluation
analysis/evaluation
which are observable
and measurable
Products
[Students
produce]
 Oral or written
report
 Draw conclusions
 Criteria checklist and/or rubric on
conducting analysis/evaluation can
be used to determine a student’s
awareness of steps in
analysis/evaluation.
 Rubric for drawing conclusions,
making recommendations and
reporting results).
 Make recommendations
 Document and report results
Sample
Academic
Results
Statement
Sample
Career
Results
Statement
Sample
Personal/
Social Results
Statement
[Students will:]
[Students will:]
[Students will:]
 Analyze/
evaluate
requirements
for selected
college and/or
careers.
 Analyze/
evaluate their
current and
projected
capacity for
meeting the
requirements.
 Pre and post survey on student
knowledge about analysis/
evaluation process.
Identify and
describe
 Give a name or label to some
thing
 Describe its essential
characteristics
 Provide examples of how it
acts in relation to other things
 Steps in
identifying and
describing
 List of names
and associated
characteristics
 Narrative
descriptions of
how process is
used in a
variety of
situations.
 Criteria checklist and/or rubric can
be used to determine a student’s
awareness of steps in the
identification and description
process.
 Pre- and post-survey of student
knowledge about identifying and
describing requirements for
process.
 Analyze/
 Analyze/
evaluate job
evaluate the
market
causes of, and
information to
remedies for,
determine
bullying and
earning
how it impacts
potential for
their life and
selected careers. learning.
 Identify and
describe
requirements
for graduation
 Identify and
 Identify and
describe
describe
knowledge/skill
requirements for
requirements for a personal
selected careers. safety plan.
Other Examples of Meaningful
Results Statements
Academic
Career
Personal/Social
As a result of participating in the Essential Counseling Curriculum, students will:
 Apply skills required for academic success  Describe the relationship between school,
(e.g., study, problem solving, higher order
personal interests and abilities, and work.
thinking, decision makings, time
 Complete an interest inventory.
management, test taking, cooperative
 Use the results of an interest inventory to
learning).
identify of
explore
educational andResults
Other Examples
Meaningful
 Defines cheating and its consequences.
employment opportunities.
 Make informed decisions regarding
 Develop plans to meet career goals.
postsecondary opportunities.
 Describe connections between educational
 Develop plans to meet educational goals.
and potential earnings.
 Identify sources for scholarships and
 Describe the importance of community
complete applications for financial
service and social responsibility.
assistance.
 Participate in community services (e.g.,
 Produce personal resumes.
food drive).
 Reflect on progress made and areas for
improvement.
 Effectively utilize their planners and
schedules.
 Apply skills required for personal/ social
success (e.g., conflict resolution, stress
reduction, personal safety, peer mediation).
 Establish meaningful interactions with
counseling staff.
Statements
 Recognize feelings of one’s self and others.
 Define bullying and its consequences.
 Describe strategies for addressing bullying
and give examples of how they can be
applied.
 Identify their personality type and describe
how different types affect behavior and
learning.
 Identify their personal learning style and
describe how it affects their learning.
 Define the dynamics of peer pressure and
how it influences their personal decisions.
Goal 4
Assessing the Learning: How do we know
that a student has successfully achieved the
outcome?





Tied to the specific results that we have identified for that
activity.
Identify criteria that specifies what kind of compelling
evidence that will tell us that the student has met the
outcome.
If fixing a car (CTE), it is easier to see if the outcome
(changing oil, fixing a flat) has been met – not as easy to
gauge outcomes/results of guidance instruction
Pre-post measures are one way to assess student learning
Assessing student progress toward an outcome/standard,
AND assessing the impact of implementing your counseling
program are both crucial
The Credit Story – What Do You
Know??
Please take this short survey to see how much you know about Coventry
High School’s promotion and graduation policies. Please mark your
answers in the left column under the heading “Pre”. We will readminister this survey after The Credit Story lesson.
Pre
Post
1. How many credits does a student usually take in a year?
2. A semester class is worth how many credits?
3. You need this many credits to graduate.
4. If you don’t earn this many credits, you cannot become a
sophomore
5. All your high school courses and credits are recorded
on this
Looking for Results –
Data for Systemic Change











Attendance data
Classroom cuts
Disciplinary rates
SAT/ACT participation, scores
State and other assessment scores
Parental involvement
School culture and climate surveys
Peer relationships results
Graduation/Retention/Drop-out rates
Honors/AP classes enrollment
Other results-based data elements
Goal 5
Evaluating Your Counseling Curriculum
Are your counseling curriculum activities/lesson plans…







For all students?
Organized, planned and written?
Sequential and flexible?
An integral part of the educational process?
Opportunities to collaborate with teachers and other staff?
Helping students learn more effectively in all three domains?
Using data to help us assess our program:
– Did we do it? (process data)
– Does it appear that things went well? (perception data)
– How well did we do it? (results data – actual learning, change has happened).


CSCOR is conducting research on the impact of states’ counseling programs
We have made a difference in students’ lives…
For More Information

For Toolkit information, forms, procedures,
hints, etc., visit the RISCA Website at
www.rischoolcounselor.org

Arthur Lisi, [email protected]

Jim Guarino, [email protected]