Implement with Intent Comprehensive School Counseling Program with

Implement with Intent Comprehensive School Counseling Program with Outcomes in Mind

Resources for today’s session can be found at http: //bit. ly/MSCA 2014 intent

Today’s Meet The backchannel chat we will use today is at https: //todaysmeet. com/Intent 2014 ★ Go to link ★ Enter name ★ Add to the conversation

Participant Outcomes ★ Knowledge of Annual Agreements with Administration ★ How to use Mini Meetings to collect student perception data ★ Resources to assist with implementing, monitoring & promoting a Comprehensive School Counseling Program

About Me Currently… ★ PBIS Facilitator ★ Special School District of St. Louis County Recently. . . ★ School Counselor past seven years at Hazelwood West Middle

Who is Here? ★ Elementary ★ Middle ★ High School ★ Administration ★ Who is Left?

We Need a Framework! While your vision and beliefs direct your desired outcomes… data should drive your decision making.

Where Does School Counseling Fit?

Paradigm Shift Guidance Counselor ★ Reactive ★ Services provided to few or one at a time ★ Impact measured by feelings or perceptions ★ Supportive role to school improvement ★ Counsel in isolation or aimlessly

Paradigm Shift Professional School Counselor ★ Proactive & Data Driven ★ Services provided to all ★ Impact measured by achievement data ★ Essential role in school process ★ School counselor as school leader

Implement with Intent Advocate ★Create Annual Agreements ★Gain membership on School Leadership Team ★Attend School Accountability Plan meetings ★Establish Counseling PLC meetings

Annual Agreements ★ Created and signed by the school counselor and supervising administrator within the first two months of school ★ One agreement per school counselor ★ Provides rationale for use of time based on data and goals ★ Reflects school counseling program mission and program goals ★ Lists school counselor roles and responsibilities ★ Identifies areas for school counselor professional development

Annual Agreements ★ Accountability ★ Teaching Schedule ★ Fair Share expectations ★ School Counseling PLC meeting time ★ Representation on Leadership Teams ★ School Counseling Budget ★ System Support & Collaboration Plans ★ Professional Development Plan ★ Non-counseling expectations

Question’s to Answer ★ Do you establish annual agreement’s with your Administrator? ★ How can this be beneficial to the implementation of a Comprehensive School Counseling Program?

Implement with Intent Plan ★ Planning answers, “How will I spend my time” ★ Plan your plan (or someone else will) ★ Develop an instructional school counseling schedule ★ Gather data (perception data) to assess needs ★ Communicate with teachers, parents & community partners

Why do School Counselor’s Need to Use Data? ★ Identify school counseling program goals ★ Monitor student progress to close the achievement gap ★ Assess and evaluate programs ★ Demonstrate school counseling program effectiveness, ★ which leads to advocating for your role in improving learning outcomes

Implement with Intent ★ Process (time, numbers, etc. used to show ‘protected time makes a difference or how unprotected time should have been made available’) ★ Perception (What do the participants think? How are attitudes different? - surveys, summary reports) ★ Outcome (How has the program/activity affected students? What impact did this intervention have on student achievement? )

Mini Meetings ★ Individual Planning ★ Assess Students Needs ★ Build Relationships ★ Intervene Early ★ Predict Interventions ★ Data source

Mini Meeting ★ Create a natural plan for students to assess ★ Look at student data ★ Schedule time with teachers ★ Plan to meet with every student briefly (1 -3 min. ) ★ Prioritize & plan for students who need more time ★ Mini Meeting Data is one data point for development of intervention ★ Share data with stakeholders & students

Middle School Example 6 th Grade Mini Meeting Survey 6 th Grade Mine Meeting Results

High School Example

Google Forms ★ Create surveys for students, staff and parents ★ Data summarized on spreadsheets with charts and graphs ★ Data can be sorted and categorized ★ Complete forms online ★ Allows you to gather and quantify data on: ○ how you spend your time

Google Form Examples ★ Mini Meeting ★ Individual & Group Counseling ★ Counselor Activity ★ Problem Solving Meetings ★ Student Identification Process ★ Teacher Referral

Implementation of Interventions & Practices ★ Counseling Lessons (Second Step) ★ Check-in, Check-out ★ SAIG Groups (Social, Academic & Instructional) ★ Problem-Solving Meetings ★ FABI

Classroom Lessons Create Master schedule beginning of the year Evaluate what components you will directly deliver, and What strands can be delivered by someone else Does PBIS address any of school counseling curriculum Use Mini Meeting data to drive instruction students need

Planning an Intervention ★ Develop intervention guidelines ★ Use at least two data sources ★ Develop progress monitoring data ★ Share outcome data with stakeholders ★ Exit students out of interventions & celebrate

Use Data! What Data? ★ Universal Screeners (SRSS, AIMSweb, SSBD, BESS etc. ) ★ Student outcome data: ○ Office Discipline Referrals (ODRs) ○ Suspensions ○ Attendance ○ Tardies ○ Academics ★ Requests for Assistance made by teachers, family members and/or students (Staff Recommendations) ○ Mini Meeting Data ★ Minors ○ In-School detentions

Develop Intervention Guidelines ★ ★ ★ Everyone needs to know how students are eligible (entry criteria) for interventions. Everyone needs to know how progress is monitored. Everyone needs to know how student exit the intervention.

Intervention Guidelines Support Description The Name of the Intervention A Brief description of what the intervention is, length of time, and what the outcome would be. Academic, Behavioral, Or Social Skills Grade Level School-wide Data: Entry Criteria Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Data to Monitor Progress Process on how data will be monitored Exit Criteria Data sources that will determine when: Adjustments need to be made Process on Fading in order to how often data graduate will be monitored Discontinuation of interventions What data will be monitored

Intervention Guidelines Check-In, Check-Out Support Check In Check Out Description Prevention program for students who are atrisk for problem behaviors. Goal is to prevent students who are action out, especially for attention, from escalating and to provide them with frequent feedback on their behavior. Students are paired with coaches they feel comfortable with who will give support and encouragement School-wide Data: Entry Criteria SRSS screening Teacher referral due to classroom discipline 3 or more major office discipline referrals in one month Aimsweb Behavior Screener v Moderate risk (yellow) or high risk (red) on the Aims Web BESS-Teacher screener Facile Sheet (Function of behavior) - verifies the function of the behavior to be to obtain adult attention Data to Monitor Progress 1. CICO teacher and implementer integrity checklist 2. Daily Progress Report Note: Students not making progress must be brought to the attention of the intervention coordinator or SST. Students may not be dropped from the intervention without SST approval Exit Criteria 21 -25 days of 80% or higher on the DPR After 21 -25 days the student will be gradually phased out and moved to the self-monitoring intervention

Intervention Guidelines Newcomers Club Support Newcomers Club Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Structured program that pairs new student with established student to teach schoolwide behavior expectations and to provide support for new students with positive contact and positive reinforcement Any students who are new or reintroduced to the building, have two or more changes in schools, in the Foster Care system, or receive support in a therapeutic classroom. Pre and post social validity surveys will be analyzed for staff, students and families. Student knows and practices the school-wide expectations, has at least one reciprocal friendship, is completing work. Ambassadors are selected based on grade level teacher recommendations. No office discipline referrals, passing grades in all academic areas C or higher

Burning Data Questions ★ Is the mentoring program helping students meet or exceed higher standards? ★ Are math scores increasing for students attending the after-school homework club? ★ Does small-group counseling with targeted sixth-graders having three or more discipline incidents reduce referrals? ★ Why is ninth-grade absenteeism increasing at our high school? ★ What is contributing to the increase in seventh grade discipline referrals? ★ Does participation in the test anxiety small group increase the self-efficacy of student participants? ★ Why is African-American enrollment lowest in Introduction to Engineering classes? What Burning Data Questions would you like to ask and answer?

Small Group Curriculum for Girls Powerful Young Women

Small Group Social Skills

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