Transcript Marion County Comprehensive Guidance Program

Comprehensive School Counseling
Student Achievement & Success
Academic
Development
Classroom
Curriculum
Career
Development
Individual
Planning
Personal/Social
Development
Responsive
Services
Systems
Support
Three Phases of Massachusetts School
Counseling Models
ASCA
National
Model
Comprehensive
Developmental
Guidance
Student Services
Comparing the Models in Order to Build
Student Services Model
Comp. Dev. Guidance Model
Career Placement and
Humanistic Theory; Remedial,
Problem Orientation
Career Development and
Human Development Theory;
Preventative/Developmental
Orientation
School Counseling provides
services to those in the most
need
School Counseling programs
ensure that all students
receive services
School Counseling programs
ensure that all students
achieve academically
School Counseling operates
from Needs Assessment
School Counseling Programs
Operate from a Local
Curriculum with Academic,
Career, and Personal/Social
Domains
School Counselors use oneon-one counseling
School Counselors use
Individual Planning,
Responsive Services,
Guidance Curriculum and
System Support
S. C. Programs Operate from
a Curriculum with Academic,
Career, and Personal/Social
Domains based on ASCA Nat.
Stds. and connected to State
Frameworks
School Counselors use
Individual Planning,
Responsive Services,
Curriculum and System
Support
Counselors are accountable
for case loads and student
contacts.
School Counselors are
accountable for time spent on
different activities.
ASCA National Model
Human Development Theory
and Standards-Based
Education
School Counselors are
accountable for measurable
changes in academic
achievement and schoolrelated behavior
Using Data to Set Goals for your program
Why do we use data?
Without Data ….
Absent from
School Reform
• It improves our programs
and the services for
students and families
• Students benefit from it
• You probably already
have it
• Others are using it
• We are accountable
School
Counselor?
Peripheral to the Mission
and Function of Schools
What others are saying …
“Little evidence exists between the
intended effects of counseling
activities and the students’
perception of the usefulness of
guidance at their schools.”
- Zoe Corwin, AERA, April 2004
The Old Question was …
“What do
counselors
do?”
The New Question …
“How are
With Data …
Key Players in
School Reform
School
Counselor?
Connected to the Mission
and Function of Schools
students
different
BECAUSE of
the school
counseling
program?“
The Professionalization of
School Counseling
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Defining the profession of school
counseling.
Creating consistent norms and
expectations.
Student – Achievement Data
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Standardized Test Data (Achievement, State, National)
GPA
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Grade Point Averages
Student Surveys
Special Education
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By Gender, Ethnicity, SES
Retention Rate
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By Grade Levels, Reasons Why, Gender, Ethnicity, SES
Graduation Rates
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By Gender, Ethnicity, SES
Drop-Out Rates
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By Gender, Ethnicity, SES
By Subject Area, Grade Level, Gender, Ethnicity, SES
SRI (Scholastic Reading Inventory)
Cascade Testing
Local School Testing
Achievement-Related Data
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Discipline referrals
Suspension Rates
Discipline
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Anecdotal records/notes
Attendance rates
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By classroom/grade level
Types of problems
Gender
Absences
Tardies
By Grade Level
Parent involvement
Service Learning
Community Involvement
Extracurricular activities
Homework completion rates
Standards and Competency –
Related Data
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Directly reflect the outcomes of the school counseling program
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These data indicate that as a result of the school counselor’s
activity or lesson, students were able to demonstrate through
knowledge, skill, attitude shift or completion of task that they have
achieved that specific competency.
Connects back to social skills and academic skills being intimately
connected.
Percentage of students who demonstrate:
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Knowledge of study skills and how to use an academic
planner
Skill to set goals
Belief (attitude) in importance of an education
Program Evaluation Data
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Process data
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“What you did for whom”
Evidence that event occurred
Example: Counselors taught students how to use agent
efficiently
Perception data
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Attitudes or Beliefs
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Competency Achievement (Skills)
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32% believe they will get an A or B in this class
Every student in grades 9 – 12 completed an ILP
Knowledge Gained
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89% of students demonstrated knowledge of college entrance
requirements
Program Evaluation Data
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Results data
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“So WHAT” data
Hard data – application data
Have your activities contributed to
students’ ability to utilize the knowledge,
attitudes and skills to effect behavior?
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Attendance
Behavior
Academic Achievement
Data Over Time
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Immediate
Intermediate
Long range (Impact Over Time)
Action Plans – 2 Types
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Planned Curriculum: Every student, by virtue of breathing
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Structured standards-based developmental lessons
Designed to assist in competency attainment
Provides EVERY student the knowledge and skills in the three
domain areas
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Academic
Career
Personal/Social
Intentional Planning Activities: Some students need MORE
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Data driven – Where are your gaps?
What must be in place to ensure equity and access to achievement
for all?
Collecting Data
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Commercial programs
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STI
Infinite Campus
Access
Excel
Create your own method of recordkeeping
Analyzing Data
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Commercial programs
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EZ-Analyze: www.ezanalyze.com
SPSS
Access
Excel
Create your own method of record-keeping
Look for:
Pictures
Patterns
Gaps
Questions:
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What is positive in the data?
What opportunity gaps do you see?
CSCPs Are Holistic
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Academic Development
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Prototypes
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Learning Styles
Multiple Intelligences
Career Development
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Prototypes
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Overview of the Career Process
Positive Uncertainty
The Career Portfolio
Career Clusters
CSCPs Are Holistic (cont.)
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Personal/Social Development
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Prototypes
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Identity Achievement
Identity Development for Students of
Difference
Self Esteem
Snyder’s Concept of Hope
CSCPs Are Systemic
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Issues
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Community
Culture
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Attitudes
Schools
Families
Peers
Leadership Role
School Counseling
Program
Career
Development
Outcomes
Systemic
Interventions
School Counseling
Outcomes
Academic
Development
Outcomes
Individual
Interventions
Personal/Social
Development
Outcomes
School Counseling
Program
Career
Development
Outcomes
Systemic
Interventions
Academic
Development
Outcomes
Individual
Interventions
Strong Evidence
Weak Evidence
School Counseling
Outcomes
Personal/Social
Development
Outcomes
CSCPs Are Balanced
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Issues
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Prototypes
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Balanced Counselor Activities
CSCPs Are Proactive
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Issues
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Minimal Risk
Remote Risk
Imminent Risk
At-Risk Activity
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Prototypes
• Prevention
• Intervention
• Treatment
CSCPs Are Integrated Into The Academic
Agenda
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Issues
Prototype
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Curricular and Programmatic Integration
CSCPs Are Reflective
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Issues
Prototype
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Reflection on Quality of Program and on
Counselor Performance
LINK TO STRATEGIC PLAN
Comprehensive Plan
Goal 1:
High Student
Performance
*For purposes of this presentation, I
have used the Kentucky Strategic
Plan. You should use your district
and/or local school plan.
Help students develop transferable skills to facilitate
changes throughout life
Assist students in developing healthy self-concepts,
awareness, and a sense of responsibility
Provide opportunities for growth in study skills, test
taking skills, and organizational skills
Provide opportunities for growth in time and stress
management
Implement processes to promote students? maximum
academic achievement, to maintain consistent
attendance, and to reduce the risk of failure
Enhance the skills of others in the school community to
work collaboratively
Promote placement of students in challenging
educational programs which maximize their
academic preparation and prepare them for
postsecondary opportunities
Assist all stakeholders in interpreting and understanding
individual and school test data
LINK TO DISTRICT STRATEGIC PLAN
Comprehensive Plan
Goal 2:
High Quality
Teaching and
Administration
*For purposes of this presentation, I
have used the Kentucky Strategic
Plan. You should use your district
and/or local school plan.
Facilitate recognition of student and staff
accomplishments
Support staff in maintaining an environment
conducive to learning
Focus on prevention strategies and offer
intervention activities that equip students to
deal successfully with developmental issues
Promote the development of positive self
concept and high expectations for
achievement, behavior, and attendance.
Improve student achievement overall and in
student demographic groups
Increase access to the rigorous curriculum for
all students, including high-level courses
Assure full implementation of the Individual
Learning Plan
LINK TO DISTRICT STRATEGIC PLAN
Goal 3:
Strong and Supportive
Environment for Each
and Every Child
*For purposes of this presentation, I
have used the Kentucky Strategic
Plan. You should use your district
and/or local school plan.
Comprehensive Plan
Promote wellness and healthy lifestyles.
Provide support, prevention, intervention
programs and activities for the
promotion of safe and healthy lifestyles
Promote student awareness of positive
interpersonal skills
Assist in the development of conflict
management strategies
Foster respect and appreciation for
individual and cultural differences
Increase the number of productive parent
volunteer hours
Increase parent involvement in Individual
Learning Plans (ILPs)
Increase literacy and parenting skills of
parents in the lowest level of adult
literacy
LINK TO STRATEGIC PLAN*
Goal 4:
Personal/Social
Comprehensive Plan
Assist in the identification of
children with special needs
Provide parenting workshops,
seminars, and consultations
Serve as liaison to community
services and support full service
school initiatives
Facilitate transitions from preschool
programs to kindergarten;
primary to intermediate;
elementary to middle school
Provide parents with information
regarding their child’s future
educational goals
LINK TO DISTRICT STRATEGIC PLAN
Goal 5:
Career
Comprehensive Plan
Assist students and their
families in career,
secondary, and
postsecondary planning
Equip students and parents
with problem solving and
decision-making skills
Facilitate school-to-school and
school-to-work transitions
Comprehensive School Counseling
Program: Delivery of Services,
Elementary Level
Curriculum
Provides developmental,
comprehensive guidance
program content in a
systemic way to all
students in order to build
the culture and climate of
the school
Responsive Services
Addresses students’
immediate concerns in
order to address the
needs of the whole child
Individual Student
Planning
Assists students and
parents in development
of academic and career
plans in order to address
the needs of the whole
child
System Support
Includes program, staff,
and school support
activities and service that
collaborate to build the
climate and culture of the
school
Purpose:
Student awareness, skill
development, and
application of skills
needed in everyday life
Purpose:
Prevention and
intervention
Purpose:
Individual student
academic planning,
decision-making, goal
setting, and preparing for
academic transitions
Purpose:
Program delivery and
support
Counselor Role:
Guidance curriculum
implementation
Structured groups
Consultation
Coordinate Community
Resources
Counselor Role:
Individual counseling
Small group counseling
Referral
Consultation
Crisis Counseling
Home Visits
Counselor Role:
Assessment
Planning
Placement
Consultation
Coordinate & Chair
SBARC Meetings
Counselor Role:
Prof. Dev.
Develop and manage
programs
Coordination
Develop relationships
and partnerships
Consultation
Data Analysis
Comprehensive School Counseling
Program: Delivery of Services,
Elementary Level
Academic
Classroom lesson on
study/organizational
skills, etc.
Classroom lesson on
test-taking skills
Academic
Portfolio mentoring
Organize/implement SST
Team
Parent/student
conference on academic
concerns
Academic
Monitor IEP for
accommodation
implementation
SBARC meetings
Hold parent meetings on
test-taking and explain
results
Class Scheduling
Advanced placement
meeting
Academic
ILT member
Monthly counselor
leadership meetings
Assist in analyzing
student data
Collaborate to organize
celebrations/
recognitions
Work on student records
“Close the Gap”
Classroom lesson on
Character Education, goal
setting, etc.
School-wide attendance
incentive program
“Close the Gap”
Small group –
organization, attendance,
study skills
Parent/student
conferences
Develop/provide a
student intervention
packet for teachers
“Close the Gap”
Assist in appropriate ECE
placements and
programming – SBARC’s
Chair SST Team meeting
Give AP test/process
results
Write/facilitate student
transition plans (early
childhood)
“Close the Gap”
Organize and facilitate
testing procedures
Staff training on CATS
Collaborate to provide
student recognition
programs
Staff training on CATS
Provide staff SST
training
Comprehensive School Counseling
Program: Delivery of Services,
Elementary Level
Personal/Social
Implement a schoolwide Character Education
program
Implement a schoolwide cultural awareness
program
Classroom lesson on
Decision-making,
Anger management,
Bullying
Organize speakers on
safe behaviors (not
smoking, drinking, etc.)
Classroom lesson on bus
safety
Drug Awareness
lessons/initiatives
Facilitate service and
humanitarian projects
Personal/Social
Facilitate small groups
on anger management,
grief, etc.
Assist teachers in
formulating behavior
contracts
Conduct an incentive
group on attendance
Individual student
conferences on low
self-esteem, family
concerns, friend
issues, etc.
Good bus behavior
student contracts
POPS collaboration
Mediation of student
conflicts
Personal/Social
Parent/student
conference on school
choice
Parent conferences to
plan ehavior/crisis plans
Conduct SIT meetings
on students with behavior
concerns
Referrals to community
and district support
agencies
Assist in writing of FBA’s
and BIP’s
Personal/Social
Staff PD on
parent/teacher
conferencing,
classroom/school
behavior management,
community resources
Student/parent
newsletters
Analyze student work
Collaborate on
scrimmage tests
Open House
Collect data on “novice”
students (behavior,
attendance, etc) to make
intervention plans
Collaborate on schoolwide student
management plan
Comprehensive School Counseling
Program: Delivery of Services,
Elementary Level
Career
Schedule career
speakers
Classroom Lesson –
careers
Collaborate to use
technology to access
career info (4th & 5th
grade)
Career
Small group – Girl
Power, Girls on the Run,
College Bound
Parent/student
conference on career
concerns
Career
Arrange school visits
(middle)
Personal/Social
Collaborate to
organize/implement the
Student Behavior
Response Team
Collect/organize data on
student behavior
Member of the
climate/culture/discipline
committee
Collaborate to
plan/facilitate school/class
celebrations/events.
Chaperone/attend after
school events
Student/parent
newsletters
Developmental Curriculum
Month:
Word(s) of the Month
Concepts
Aug.
Prepare
* Getting ready for the year
* Collecting records and
organizing for teachers
* Meet the Counselor
* School Counselor
Expectations
* Jobs the School Counselor
Performs
Counselor
Sept.
Respect
(Personal/Social Domain: Character Ed.
Focus*)
Oct.
Citizenship
(Personal/Social Domain: Character Ed.
Focus*)
Substance Use & Abuse/Red Ribbon
Week
(Personal/Social Domain: Character Ed.
Focus*)
Nov.
Caring and Sharing
(Personal/Social Domain: Character Ed.
Focus*)
Dec.
Compassion (K-4)
(Personal/Social Domain: Character Ed.
Focus*)
Middle School Info. (5th)
Community
Resource(s)
Core Content
Standard
*
*
*
*
Self-Respect
Respect for Others
Respect for Authority
Respect for Property
7&8
*
*
*
*
*
*
Cooperation
Civility
Courtesy
Tolerance/Acceptance
Drug Misuse/Abuse
Strategies for Saying No to
Drugs
7&8
MADD
DARE
9
* Kindness
* Generosity
* Appreciative/ Grateful
7&8
* Empathy
* Helpful
* Altruism
7&8
Developmental Curriculum
Month:
Word(s) of the Month
Concepts
Jan.
Responsibility/ Self-Discipline
* Dependable
* School ResponsibilitiesListening to Learn
* Responsibility for Actions
* Self-Control
* Good Judgment
* Self-Reliance
7&8
*
*
*
*
Truthful
Sincere
Integrity
Loyalty
7&8
*
*
*
*
*
*
Overcoming Test Anxiety
Making Educated Guesses
Following Directions
Teamwork
Positive Attitude
Compromise
1&8
(Personal/Social Domain: Character Ed.
Focus*)
Feb.
Honesty/Trustworthiness
(Personal/Social Domain: Character Ed.
Focus*)
Mar.
Study Skills: Taking Tests
Successfully (3-5)
(Academic Domain)
Fairness/Cooperation (K-2)
(Personal/Social Domain: Character Ed.
Focus*)
Apr.
Perseverance/Life Skills
(Personal/Social Domain: Character Ed.
Focus*)
Careers
(Career Domain)
May
TESTING
* Persistence
*Learning from mistakes
* Making Good Decisions
*Workplace Skills
* Job Interests
* ILP
Community
Resource(s)
VariousSpeakers
Bureau
Core Content
Standard
9
4
Career
Matchmaker
Contact Information:
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Dr. Susan R. Rose
(502) 468 – 1480
[email protected]
www.CounselingToday.com
REFERENCES
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Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance program.
Alexandria, VA: American Counseling Association.
Gysbers, N.C., & Henderson, P. (Eds.) (1997). Comprehensive Guidance Programs That Work-II.
Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.
Henderson, P., & Gysbers, N.C. (1998). Leading & managing your school guidance program staff.
Alexandria, VA: American Counseling Association.
Henderson, P., & Gysbers, N.C. (Eds.)(2002). Implementing Comprehensive Guidance Programs: Critical
Issues and Successful Responses. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.