Comprehensive School Counseling Student Achievement Success Academic Development

Comprehensive School Counseling Student Achievement & Success Academic Development Classroom Curriculum Career Development Individual Planning Personal/So cial 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 ASCA National Model Human Development Theory Career Placement and Career Development and Humanistic Theory; Remedial, Human Development Theory; and Standards-Based Education Problem Orientation Preventative/Developmental Orientation School Counseling provides School Counseling programs ensure that all students services to those in the most ensure that all students achieve academically need receive services School Counseling operates School Counseling Programs S. C. Programs Operate from a Curriculum with Academic, from Needs Assessment Operate from a Local Career, and Personal/Social Curriculum with Academic, Domains based on ASCA Nat. Career, and Personal/Social Stds. and connected to State Domains Frameworks School Counselors use one-on School Counselors use Individual Planning, -one counseling Individual Planning, Responsive Services, Curriculum and System Guidance Curriculum and Support System Support Counselors are accountable for case loads and student contacts. School Counselors are accountable for time spent on accountable for measurable different activities. 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 … With Data … Key Players in School Reform School Counselor? Connected to the Mission and Function of Schools “How are students different BECAUSE of the school counseling program? “

The Professionalization of School Counseling n n Defining the profession of school counseling. Creating consistent norms and expectations.

Student – Achievement Data n n Standardized Test Data (Achievement, State, National) GPA n n Grade Point Averages Student Surveys Special Education n n By Gender, Ethnicity, SES Retention Rate n n By Grade Levels, Reasons Why, Gender, Ethnicity, SES Graduation Rates n n By Gender, Ethnicity, SES Drop-Out Rates n n By Gender, Ethnicity, SES By Subject Area, Grade Level, Gender, Ethnicity, SES SRI (Scholastic Reading Inventory) Cascade Testing Local School Testing

Achievement-Related Data n n n Discipline referrals Suspension Rates Discipline n n n Anecdotal records/notes Attendance rates n n n n 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 n Directly reflect the outcomes of the school counseling program n n n 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: n n n 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 n Process data n n “What you did for whom” Evidence that event occurred Example: Counselors taught students how to use agent efficiently Perception data n Attitudes or Beliefs n n Competency Achievement (Skills) n n 32% believe they will get an A or B in this class Every student in grades 9 – 12 completed an ILP Knowledge Gained n 89% of students demonstrated knowledge of college entrance requirements

Program Evaluation Data n Results data n n n “So WHAT” data Hard data – application data Have your activities contributed to students’ ability to utilize the knowledge, attitudes and skills to effect behavior? n n n Attendance Behavior Academic Achievement

Data Over Time n n n Immediate Intermediate Long range (Impact Over Time)

Action Plans – 2 Types n Planned Curriculum: Every student, by virtue of breathing n n n Structured standards-based developmental lessons Designed to assist in competency attainment Provides EVERY student the knowledge and skills in the three domain areas n n Academic Career Personal/Social Intentional Planning Activities: Some students need MORE n n Data driven – Where are your gaps? What must be in place to ensure equity and access to achievement for all?

Collecting Data n Commercial programs n n n STI Infinite Campus Access Excel Create your own method of recordkeeping

Analyzing Data n Commercial programs n n n n EZ-Analyze: www. ezanalyze. com SPSS Access Excel Create your own method of record-keeping Look for: Pictures Patterns Gaps Questions: n n What is positive in the data? What opportunity gaps do you see?

CSCPs Are Holistic n Academic Development n Prototypes n n n Learning Styles Multiple Intelligences Career Development n Prototypes n n Overview of the Career Process Positive Uncertainty The Career Portfolio Career Clusters

CSCPs Are Holistic (cont. ) n Personal/Social Development n Prototypes n n Identity Achievement Identity Development for Students of Difference Self Esteem Snyder’s Concept of Hope

CSCPs Are Systemic n Issues n n Community Culture n n n 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 n Issues n Prototypes n Balanced Counselor Activities

CSCPs Are Proactive n Issues n n Minimal Risk Remote Risk Imminent Risk At-Risk Activity l Prototypes • Prevention • Intervention • Treatment

CSCPs Are Integrated Into The Academic Agenda n n Issues Prototype n Curricular and Programmatic Integration

CSCPs Are Reflective n n Issues Prototype n 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: n. Guidance curriculum implementation n. Structured groups n. Consultation n. Coordinate Community Resources Counselor Role: n. Individual counseling n. Small group counseling n. Referral n. Consultation n. Crisis Counseling n. Home Visits Counselor Role: n. Assessment n. Planning n. Placement n. Consultation n. Coordinate & Chair SBARC Meetings Counselor Role: n. Prof. Dev. n. Develop and manage programs n. Coordination n. Develop relationships and partnerships n. Consultation n. Data Analysis

Comprehensive School Counseling Program: Delivery of Services, Elementary Level Academic n. Classroom lesson on study/organizational skills, etc. n. Classroom lesson on test-taking skills Academic n. Portfolio mentoring n. Organize/implement SST Team n. Parent/student conference on academic concerns Academic n. Monitor IEP for accommodation implementation n. SBARC meetings n. Hold parent meetings on test-taking and explain results n. Class Scheduling n. Advanced placement meeting Academic n. ILT member n. Monthly counselor leadership meetings n. Assist in analyzing student data n. Collaborate to organize celebrations/ recognitions n. Work on student records “Close the Gap” n. Classroom lesson on Character Education, goal setting, etc. n. School-wide attendance incentive program “Close the Gap” n. Small group – organization, attendance, study skills n. Parent/student conferences n. Develop/provide a student intervention packet for teachers “Close the Gap” n. Assist in appropriate ECE placements and programming – SBARC’s n. Chair SST Team meeting n. Give AP test/process results n. Write/facilitate student transition plans (early childhood) “Close the Gap” n. Organize and facilitate testing procedures n. Staff training on CATS n. Collaborate to provide student recognition programs n. Staff training on CATS n. Provide staff SST training

Comprehensive School Counseling Program: Delivery of Services, Elementary Level Personal/Social n. Implement a schoolwide Character Education program n. Implement a schoolwide cultural awareness program n. Classroom lesson on Decision-making, Anger management, Bullying n. Organize speakers on safe behaviors (not smoking, drinking, etc. ) n. Classroom lesson on bus safety n. Drug Awareness lessons/initiatives n. Facilitate service and humanitarian projects Personal/Social n. Facilitate small groups on anger management, grief, etc. n. Assist teachers in formulating behavior contracts n. Conduct an incentive group on attendance n. Individual student conferences on low self-esteem, family concerns, friend issues, etc. n. Good bus behavior student contracts n. POPS collaboration n. Mediation of student conflicts Personal/Social n. Parent/student conference on school choice n. Parent conferences to plan ehavior/crisis plans n. Conduct SIT meetings on students with behavior concerns n. Referrals to community and district support agencies n. Assist in writing of FBA’s and BIP’s Personal/Social n. Staff PD on parent/teacher conferencing, classroom/school behavior management, community resources n. Student/parent newsletters n. Analyze student work n. Collaborate on scrimmage tests n. Open House n. Collect data on “novice” students (behavior, attendance, etc) to make intervention plans n. Collaborate on schoolwide student management plan

Comprehensive School Counseling Program: Delivery of Services, Elementary Level Career n. Schedule career speakers n. Classroom Lesson – careers n. Collaborate to use technology to access career info (4 th & 5 th grade) Career n. Small group – Girl Power, Girls on the Run, College Bound n. Parent/student conference on career concerns Career Arrange school visits (middle) Personal/Social n. Collaborate to organize/implement the Student Behavior Response Team n. Collect/organize data on student behavior n. Member of the climate/culture/discipline committee n. Collaborate to plan/facilitate school/class celebrations/events. n. Chaperone/attend after school events n. 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. (5 th) 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 Responsibilities- Listening 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) Various. Speakers Bureau Core Content Standard 9 4 Career Matchmaker

Contact Information: n n Dr. Susan R. Rose (502) 468 – 1480 Counseling. Today@insightbb. com www. Counseling. Today. com

REFERENCES n n 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.