Transcript Moving Toward evidence-based school counseling

Advances in School Counseling: New
Paradigms, Programs, Preparation, &
Professional Evaluation
Gary L. Troxell, Ed.D
Lancaster Bible College
. . .with special thanks to:
Kevin Wilkerson, Ph.D.
Co-Director: Professional School Counseling Program
University of Scranton
Presentation Objectives

Introductions

School Counseling (R)evolution

New Paradigms, Programs, and Preparation



Illustrations
Looking Ahead

Resources

What next?
Questions and Comments
Introductions

A little about me . . .

A little about you . . .

Brief professional examples of best practices in School
Counseling
School Counseling
(R)evolution

ASCA National Standards for Students (1997)
http://ascamodel.timberlakepublishing.com/files/NationalSta
ndards.pdf

ASCA National Model (2003, 2005)
http://www.schoolcounselor.org/files/Natl%20Model%20Exec%2
0Summary_final.pdf

ASCA School Counselor Competencies
http://www.schoolcounselor.org/files/SCCompetencies.pdf

Evidence-Based Practice for School Counselors
The ASCA National Model
Moving From Programmatic
Pieces to Intentional Integration
Student and System Focused School Counseling
Typical Student-Focused School Counseling
Program Activities
Bully
Proofing
Program
Tutoring
Mentoring
Individual
Small
Students
Counseling
Group
Random Acts of
Guidance
Phone
Contact
Study
Skills
Group
Ready! Fire! AIM!
Behavior
Classroom
Guidance
Management
Intentional Student-Focused School Counseling Programs
Bully
Proofing
Program
70% Attendance Rate for
Low SES Students
Small
Group
Phone
Contact
Mentoring
Students
Tutoring
Individual
Counseling
Data Driven
Priorities
Study
Skills
Group
Classroom
Guidance
Behavior
Management
Intentional and Integrated Student-Focused
School Counseling Programs
Bully
Proofing
Program
70% Attendance Rate for
Low SES Students
Small
Group
Data-Driven
Priorities
Mentoring
EVIDENCE
Students
Individual
POSITIVE AND NEGATIVECounseling
&
CONTINGENCY MANAGEMENT
(token economies, tangible
Study
rewards, behavioral contracting)
Evidence-Based
Practice
Skills
Classroom
Sutven, R.P., Ford, J.P., Flaherty, C. (2010).
Behavior
Group
Guidance
Phone
Management
Contact
Intentional and Integrated Student
Focused Interventions
Interventions IDENTIFIED, EVALUATED, EMPIRCIALLY SUPPORTED, AND
designed to directly help students gain knowledge and skills in the areas
of academic, career, and personal/social development in order to help
them better navigate the educational system
System-Focused School Counseling
Programs
Disaggregate
Data By
???
Review
Practices
Lead
Task
Force
Review
School
Policies
Advocate
For
Change
Advocate
for
Task
Force
Review
School
Structure
Student
Focus
Groups
Team
With
Parents &
Community
Intentional System-Focused School
Counseling Programs
70% Attendance Rate for
Low SES Students
Disaggregate
Data By
???
Review
Practices
Lead
Task
Force
Advocate
For
Change
Review
School
Structure
Student
Focus
Groups
Data-Driven
Priorities
Review
School
Policies
Advocate
for
Task
Force
Team
With
Parents &
Community
Intentional and Integrated System-Focused
Counseling Programs
70% Attendance Rate for
Low SES Students
Advocate
For
Change
Review
School
Structure
Lead
Data-Driven
Student
Disaggregate
Task
Focus
Data By
Force
SCHOOL,
COMMUNITY AND
Priorities
Groups
???
FAMILY INVOVLEMENT
Review
School
Policies
Advocate
for
Task
Force
AND EVIDENCETeam
With
Review
Parents &
BASED
Practices
Community
Sheldon, S.B. (2007).
Intentional and Integrated
System Focused Interventions
Interventions IDENTIFIED, EVALUATED,
EMPIRICALLY SUPPORTED, AND designed to help
the system (school) change in order to better
meet the needs of the students.
Examples:
•Change educator attitudes, expectations,
& priorities
•Reduce adult resistance to change
•Change policy
•Change practice
How Can School Counselors
Do This Work?

Creating data-driven, evidence-based school
counseling programs aligned with the school’s
improvement plan serves students better

Taking a leadership role in schools helps bring
about systemic change and alter student
outcomes
Evidenced-Based Practice
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
Continuum of Strategies (RTII
approaches)
DATA
ACTION PLAN
Large group/
Classroom
All Students
Some Students
Small Group
Few Students
Individual
A Student
Referral
New paradigms, programs, and
preparation: illustrations
Transcript Analysis
Identifying patterns in our own data to determine
whether all of our students are participating in
courses that will prepare them for college and
careers
Percent of Students Behind, Proficient and
Advanced in Math
Percent of Students
100.0%
80.0%
2003
60.0%
2004
40.0%
2005
2006
20.0%
0.0%
Behind
Proficient
Advanced
Year
Behind
Proficient
Advanced
2003
35.9%
49.2%
14.9%
2004
32.6%
52.0%
15.4%
2005
46.1%
41.4%
12.5%
2006
71.0%
22.9%
6.1%
Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student
who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,
and a student in geometry or algebra honors is considered advanced. A student not taking math is also
considered behind.
Average Number of College Prep
Courses
Average Number of College-Prep Classes
6.0
5.0
2003
4.0
2004
3.0
2005
2.0
2006
1.0
0.0
All Students
Behind
Proficient
Advanced
The average should be at least 4.5 to be on trajectory to be College Ready graduation.
All Students
Behind
Proficient
Advanced
4.3
3.9
4.5
4.9
4.4
4.2
4.5
4.8
4.3
4.1
4.4
4.7
3.9
3.7
4.2
4.4
Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student
who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,
and a student in geometry or algebra honors is considered advanced. A student not taking math is also
considered behind.
Master Schedule
Analysis
Identifying patterns in course offerings,
teacher distribution, class sizes, and time
efficiency in our schedules
Examination of the
Master Schedule Analysis
Look for:

Patterns in these charts and what they indicate

Changes you may implement to ensure that students
have access to career and college-ready courses and
support
Distribution of Classes (Percent)
Enrollment:
~ 1,800
9
10
11
12
Math
39%
23%
20%
18%
ELA
32%
28%
22%
19%
Science
42%
23%
26%
9%
Social Studies
36%
25%
19%
21%
Foreign Language
48%
28%
21%
3%
Average
40%
25%
22%
14%
Of all math classes, what percent of them are 9th grade classes?
Percent of Courses that are College Prep
Percent of College-Prep Classes
Pe rce nt of Colle ge -Pre p Classe s by Subje ct
100%
100%
82%
80%
87%
67%
65%
60%
40%
20%
0%
1
Math
ELA
Science
Social Studies
Math
65%
ELA
67%
Science
82%
Social Studies
87%
Foreign
Language
100%
Foreign Language
Of all science classes, what percent of them are college-prep classe
Looking ahead
A Great School Guidance & Counseling Program
Key Points
1.
A written mission statement exists and is used as a foundation by all
counselors.
2.
Services are organized so that all students are well served and
have access to them.
3.
The program operates from a plan for closing the achievement gap
for minority and lower income students.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
4.
The program has a set of clear measurable student learning goals
and objectives established for academic, personal/social skills, and
career development.
5.
Needs assessments are completed regularly and guide program
planning.
6.
All student receive classroom guidance lessons designed to
promote academic, social/personal, and career development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
7.
The program ensures that all students have academic plans that
include testing, individual advisement, long-term planning, and
placement.
8.
The program has an effective referral and follow-up system for
handling student crises.
9.
School counselors use student performance data to decide how to
meet student needs.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
13. The school counseling program includes interventions designed to
improve the school’s ability to educate all students to high
standards.
14. An annual review is conducted to get information for improving next
year’s programs.
15. School counselors use computer software to: (a) access student
data; (b) analyze student data, and; (c) use data for school
improvement.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
16. The school counseling program has the resources to allow
counselors to complete appropriate professional development
activities.
17. School counseling priorities are represented on curriculum and
education committees.
18. School counselors communicate with parents to coordinate student
achievement and gain feedback for program development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
What Next?

Change hiring practices
Look for SC’s who can articulate a new vision for
School Counseling
 Introduce new interview questions

“How do you determine the impact of your work?”
 “What processes do you use to identify achievement gaps
and remove barriers to learning?”
 “What data would you collect, and how would you
disaggregate it?”



Conduct serious program audits and assessments
Rethink School Counselor professional
development
Evidence Needed for School Counselor
Evaluation Rubric
1a: Demonstrating Knowledge of Counseling
Theory, Best Practice, and Techniques
 Lesson
plans for classroom guidance lessons that
address all three domains (academic, career,
social/emotional) and aligns with ASCA Mindsets
and Behaviors and state standards
Evidence Needed for School Counselor
Evaluation Rubric
1b: Demonstrating Knowledge of Child and
Adolescent Development
 Handout
detailing the overall structure of the
program – what counseling standards are taught
at each grade level
Evidence Needed for School Counselor
Evaluation Rubric
1c: Setting Instructional Outcomes and Goals for
Comprehensive School Counseling Services
 Examples
of pre/post tests used as part of school
counseling program (classroom guidance, small
group, etc.)
 Data
collected for school counseling activities
(perception and outcome data, i.e. “Universal
Encouragement Program”
Evidence Needed for School Counselor
Evaluation Rubric
1d: Demonstrating Knowledge of Resources
 List
of community resources
 Agendas for community meetings attended
(District SAP, Steering Committee, Advisory
Counsel, etc.)
 Demonstration of research conducted for
community and evidence-based program needs
 List
of evidence-based programs currently being
used
Evidence Needed for School Counselor
Evaluation Rubric
1e: Designing Coherent Service Delivery and
School Counseling Program
 Monthly
calendars
 Classroom
guidance lesson plans with links to
National and State Standards
 Evidence
of the use of the ASCA National Model in
your program
Evidence Needed for School Counselor
Evaluation Rubric
1f: Designing, Implementing and/or Utilizing
Student Assessments
 Printout
of students’ career portfolios and/or
academic plans (gr. 8 – 12)
 Printout
of other student assessment at school
(learning styles inventory, PSAT, SAT, ACT, etc.)
 Report
of how assessments are used to develop
goals with individual students and the entire
school
Evidence Needed for School Counselor
Evaluation Rubric
2a: Creating an Environment of Respect and
Rapport
 List
of activities/programs to create a positive
culture in the building
 Report
on the number of student contacts made
through the day (EZAnalyze Time-Tracker,
Hallways4)
Evidence Needed for School Counselor
Evaluation Rubric
2b: Supporting a Culture of Positive Mental
Health and Learning
 Annual
 Closing
agreement with principal
the gap plans and pre/post data for those
plans (Transcript Analysis and Master Schedule
Analysis)
Evidence Needed for School Counselor
Evaluation Rubric
2c: Managing Procedures
 Copy
of school counseling services webpage with
calendar shared with stakeholders (Steering
Committee; Advisory Counsel, etc.)
 Monthly
newsletters (communications) shared
with parents
 Director
observation by the supervisor of
interactions within the classroom
Evidence Needed for School Counselor
Evaluation Rubric
2d: Managing Student Behavior
 Evidence
of completion of CPI certification
 Evidence
of role in SWPBS process in the school
Evidence Needed for School Counselor
Evaluation Rubric
2e: Organizing Physical Space
 Pictures
of office space (facilities) to
demonstrate the effective use of space
Evidence Needed for School Counselor
Evaluation Rubric
3a: Communicating Clearly and Accurately
 Screen
shots of website, blogs, wiki spaces, or
other school communication programs
Evidence Needed for School Counselor
Evaluation Rubric
3b: Using Questioning and Discussion Techniques
 Direct
observation by supervisor of classroom
guidance lessons to verify use of questioning
processes
Evidence Needed for School Counselor
Evaluation Rubric
3c: Engaging Students in Learning &
Development
 Supervisor
observes classroom guidance lesson to
verify the engagement in student learning
 Evidence
that a student participated in a job
shadowing experience
Evidence Needed for School Counselor
Evaluation Rubric
3d: Using Assessment in Delivery of Academic,
Career and Personal-Social Development
Services
 Print-out
showing how the counselor uses career
interest survey processes in course selection
Evidence Needed for School Counselor
Evaluation Rubric
3e: Demonstrating Flexibility and Responsiveness
 Direct
observation of classroom guidance lessons
to ascertain ability to respond to various student
answers and situations
Evidence Needed for School Counselor
Evaluation Rubric
4a: Reflecting on Professional Practice
 Agenda
for school counselor steering committee
and/or advisory counsel meetings
 Copy
of needs assessment instrument(s) and an
explanation of how it was used to reflect and
change practice
Evidence Needed for School Counselor
Evaluation Rubric
4b: Maintaining Accurate and Confidential
Reports
 Description
and examples of how student records
are maintained and kept confidential
Evidence Needed for School Counselor
Evaluation Rubric
4c: Communicating with Stakeholders
 Copies
of newsletters provided to parents
 Print-out
of weekly calendar of activities on
counseling website
 Copies
of handouts and information provided to
parents throughout the year
 Copy
of needs assessment conducted with various
stakeholders
Evidence Needed for School Counselor
Evaluation Rubric
4d: Participating in a Professional Community
 Copy
of current ACT 48 hours
 Agendas from professional meetings attended (local
school counselors organization, PSCA, ASCA, IU or
County, etc.)
 Copy of My Learning Plan showing professional
development trainings
 Proof of professional memberships (local school
counselors organization, PSCA, ASCA, IU, etc.)
 Proof of serving on school improvement committees
in local building or within the district
Evidence Needed for School Counselor
Evaluation Rubric
4e: Growing and Developing Professionally
 Program
pages and/or registration forms from
conferences that were attended (PSCA, ASCA, etc.)
 Agendas
from your presentations at professional
conferences
 Demonstration
of leadership roles taken in
professional organizations
Evidence Needed for School Counselor
Evaluation Rubric
4f: Demonstrating Professionalism
 Evidence
that you reviewed ethical standards every
year
 Proof
of membership in professional associations
(local school counselors organization, PSCA, ASCA,
etc.)
Questions and Comments

Today’s presentation will be available at
www.papsa-web.org

Contact Information:
Dr. Gary L. Troxell
Lancaster Bible College
901 Eden Road
Lancaster, PA 17601
Office: 717.569.7071 ext 5588
Email: [email protected]
Resources
American School Counselor Association. (2003). The ASCA National
Model: A framework for school counseling programs. Alexandria,
VA: Author.
Dimmitt, C, Carey, J. & Hatch, T. (2007). Evidenced-based school
counseling. Thousand Oaks, CA: Corwin Press.
The Education Trust - NCTSC (National Center for Transforming School
Counseling )