Transcript Slide 1

Local School District
Implementation of the
Maine K-12
Comprehensive School
Counseling Program
Elena Perrello
Shelley Reed
SAD #63
Maine Department of Education
Eddington & Holden Schools
207-624-6637
207-843-6010
[email protected]
[email protected]
Overview
The
American School Counselor Association (ASCA)
has collaborated to create a
National Model for School Counseling Programs
to connect school counseling with
current educational reform movements
that emphasize student achievement and
success.
Defining School Counseling
A profession that focuses on the relations and
interactions between students and their school
environment with the expressed purpose of
reducing the effect of environmental and
institutional barriers that impede student
academic success.
The Education Trust
Rationale
By aligning a 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
Historical Problems in
School Counseling
Programs





Lack of legitimization
Lack of consistent identity
Limited or no involvement in reform
movements
Variation in roles from state to state and
site to site
Non-school counselor responsibilities
Historical Problems Have
Continued






Lack of basic philosophy
Poor integration
Insufficient student access
Inadequate guidance for some students
Lack of counselor accountability
Failure to utilize other resources
Source: From Gatekeeper to Advocate. Transforming the Role of the School Counselor, Hart,
P.J. & M. Jacobi (1992)
When schools fail to clearly define the
counselor’s role...
School administrators,
parents with special interests, teachers
or others may feel their agenda
ought to be the school counseling
program’s priority.
The results often lead to confusion and
criticisms when they are disappointed.
(Carolyn Maddy Bernstein, 1995)
Trends in Education









Education reform movement
Accountability
Standards-based movement
High-stakes testing
Achievement gap – equity and access
Block grants
Emphasis on improving school safety
Vouchers
Performance, not entitlement
Current School
Counseling Trends






ASCA’s Nt’l Standards for SC Programs
Transforming SC Initiative
(Education Trust – Dewitt Wallace)
Increased number of state models
Results-based school counseling
Legislation for SC programs
ASCA’s National Model
Chapter 125 Section 9.02
Checklist
General Requirements
 The District has a K-12 Comprehensive
Guidance Program
 The delivery and development of the program
has been a coordinated effort of unit staff
 The Comprehensive Guidance Program is
included in the Comprehensive Education Plan
 The program met the implementation date of
2006-2007
Focus of Barrier Removal
 Student-focused
 System-focused
STUDENT-FOCUSED
SCHOOL COUNSELING
CONTENT AREAS
Academic Development
Career Development
Personal/Social Development
Academic Development
“Learning to Learn”



Develop skills for learning
Achieve school success
Relate academics to life success
Career Development
“Learning to Earn”



Develop career
awareness
Identify career goals
Relate school to work
Personal/Social Development
“Learning to Live”



Acquire self-knowledge
Acquire interpersonal skills
Acquire personal safety skills
Services to be provided
to all students


Structured developmental experiences
presented systematically through
classroom and group activities to enhance
the ability of students to meet the PEI
content standards
A program of activities and planned
strategies to help students manage their
career development consistent with
Career content standards and
performance indicators.
Student-Focused
School Counseling:
GUIDANCE
COUNSELING
The help all students
receive from parents,
teachers, counselors,
community members
and others to assist
with educational and
career development.
The help some
students receive
from credentialed
professionals to
overcome personal
and social problems
that interfere with
learning.
Traditional vs.
Comprehensive School
Counseling Program
Traditional






Reactive
Remediation
Unstructured
Individual counseling
What counselors do
Some students
Comprehensive






Proactive
Prevention
Structured
Individual & group
What students learn
All students
Why Student Focused Activities?
SOUND SCHOOL
COUNSELING
DIFFERENT
CHOICES
ACHIEVEMENT
IMPROVES
Guiding All Kids:
SYSTEMIC SCHOOL COUNSELING
How do you create a school
counseling program that is:
•Connected to the mission of
the school?
•Aligned with the student
achievement goals?
ASCA Standards + Local Indicators
ASCA National Standards and Local Indicators
Academic Development
All 4th graders will describe their personal learning style.
All 8th graders will develop a 4-yr high school course plan.
All 10th graders will describe postsecondary education options.
Career Development
All 5th graders will describe their career interest areas.
All 8th graders will describe the career majors offered at the HS.
All 9th graders will conduct an information interview.
Personal-Social Development
All 3th graders will demonstrate a conflict mediation skills.
All 6th graders will demonstrate anger management techniques.
All 11th graders will demonstrate consensus building skills.
Making the Transition to a
Comprehensive Program
1. Planning the program & building the foundation


Where are we now?
Where do we want to be?
2. Designing the delivery system

How do we get to where we want to be?
3. Implementing & evaluating the program

How will we know when we get there?
Goals to Address




Encourage parental involvement
Remove barriers which impede academic
and life success
Provide information and appropriate
referral sources
Provide management activities that
establish, maintain and enhance the
program including: research, evaluation,
programming, supervision, staff training
and development and communication
ASCA National Model
Comprehensive SC Program
Components
Section 1. Foundation
 Cover
 Beliefs
 Mission
 K-12 Group identified standardslocal, state, national
 School Board signed approval letter
Section 2.
Delivery of Services
Create narrative statements of how
services will be delivered to:
 Individuals
 Groups
 And classrooms
Time Task Analysis Pie Chart
Time Task Analysis Betsey Day 2 9/13/05
Guidance
Curriculum
14%
29%
Individual Planning
25%
Responsive
services
System Support
14%
18%
Non-Guidance
Sample Distribution of Time
Delivery System
Components
 Guidance Curriculum
Elem.% MS % HS%

35-45 25-35 15-25

Individual Student
Planning

5-10
15-25 25-35

Responsive Services

30-40 30-40 25-35

System Support

10-15 10-15 15-20
Section 3. Management





Action Plan-organization that
manages the program
Calendar overview of activities
Agreement of counselor activities
Evaluation of student success
Advisory Council
Local Needs Assessment
Activity



Counselor group selects standards
for K-12 program in each of the 3
domains
Create survey for students, parents,
and staff to help identify the level of
importance of those standards for
them
Plan the method of processing the
results
Action Plan






Guidance lesson content
Domain and Parameter of Essential
Instruction Standard
Description of activity
Grade and timeline for completion of
activity
Person (s) responsible for delivery
Evaluation methods: pre-post tests,
demonstration of competency or product
Section 4. Accountability



Identify data to be collected and the
purpose it will serve
Results Reports
Program audit-determine strengths
of program and items in need of
strengthening
School Counselor
Accountability: A MEASURE of
student success
MEASURE developed by Carol Dahir,
Ed.D



Mission-connect your mission to the
school’s mission
Element-What critical element are
you trying to impact?
Analyze-the data element(%, raw
scores, aggregate, disaggregate)
A MEASURE of Student
Success



Stakeholders-unite to develop strategies
to impact the data element
Results-Restate you baseline data. State
where your data is now. Did you meet
your goal? What strategies has a positive
effect? Which strategies should be
changed?
Educate-Educate others to your efforts.
Show how the work of the school
counselor is connected to the school
mission.
Appendix
Include items the K-12 group will use
such as
 Code of ethics
 Confidentiality
 Forms
 Resources
Benefits for Students



Guarantees every student
receives the benefit of guidance
services.
Ensures equitable access to
educational opportunities.
Increases the opportunity for
counselor-student interaction.
Benefits for Counselors



Provides a clearly defined role that is
related to student achievement.
Supports guidance as an integral
component of the total school program.
Provides a tool for program
management and accountability.
Benefit to Teachers



Promotes teaming to increase
student achievement
Supports the learning environment
Increases collaboration with
counselors and teachers
Benefits for Administrators



Creates a structured program with
specific guidance content.
Provides a means for measuring
effectiveness of guidance programs.
Enhances community image of the
guidance program.