Utilizing School Counselors to Increase Student Success and

Utilizing School Counselors to Increase Student Success and Improve School Performance

Wendy D. Rock, Ph. D. , LPC-S, NCC, NCSC Southeastern Louisiana University Dawn Stelly, M. S. Ridge Elementary, Lafayette Parish Public Schools Tara Washington, M. S. , NCC, NCSC Woodlawn Middle School, East Baton Rouge Parish Public Schools

Today’s Agenda ★ School Counselor Training and School Counselor Competencies ★ Comprehensive School Counseling Programs ★ How schools and students improve as a result of school counselors providing a comprehensive school counseling program ★ The research

Activity ● Write down where/how you learned about school counseling ● Write down the top five most important tasks you assign to the school counselor ● Write down three responsibilities you believe are most important for the school counselor to complete ● Do your answers to the second bullet point align with your responses to the third bullet point? >Turn to a partner and discuss your responses. How are your responses similar? How are they different? >Group Discussion

Example School Counseling Program Curriculum Year 1 ● ● ● ● Counseling Techniques Counseling Theories Legal, Ethical, and Professional Issues Research Methods and Designs Group Counseling Process School Counseling and Consultation Human Growth and Development Career Development Year 2 ● ● ● ● Assessment in Counseling Introduction to Marriage, Couple, and Family Counseling Introduction to Diagnosis and Treatment of Pathology Introduction to Play Therapy Advanced School Counseling Practicum Cross Cultural Counseling Crisis Intervention and Grief Counseling Year 3 ● ● Introduction to Substance Abuse Counseling Elective in Counseling School Counseling Internship II

School Counselor Competencies ASCA School Counselor Professional Standards and Competencies

Our Most Valuable Resource: Time

The ASCA National Model: A framework for School Counseling Programs ➔ Foundation ◆ Program Focus ◆ Student Competencies ◆ Professional Competencies ➔ Management ◆ Assessment Tools ➔ Delivery ◆ Direct Student Services ◆ Indirect Student Services ➔ Accountability ◆ Data Analysis ◆ Program Results ◆ Evaluation and Improvement

Program Foundation You can't build a great building on a weak foundation. You must have a solid foundation if you're going to have a strong superstructure. -Gordon B. Hinkley ● Program Focus ○ ○ Beliefs Mission Statement Vision Statement Program Goals ● Student Competencies ○ ○ ASCA Mindsets and Behaviors for Student Success Other Student Standards ● Professional Competencies ○ ○ School Counselor Professional Competencies ASCA Ethical Standards for School Counselors

Beliefs What do we believe about the ability of students to achieve? What do we believe about support systems that students need to be successful? How do we address or want to address the developmental needs of ALL students? What is the school counselor’s role as a student advocate? What does that involve and/or include? How does that suggest the school counselor must act on behalf of students? Who do we believe should plan, manage, deliver, and evaluate the school counseling program activities? How is data used to inform program decisions? How do ASCA’s Ethical Standards for School Counselors guide our work? The school counseling program beliefs influence the vision statement

Belief Statements Woodlawn Middle School Counselors believe: ^ All students have dignity and worth. ^ All students have a right to be safe and supported. ^ All differences related to students’ ethnic, cultural, racial, socioeconomic, gender, sexual orientation, and ability are considered in the development and implementation of the school counseling program. ^ All students can achieve academic, social/emotional, and career/college success and be productive members of society when provided with equitable support. ^ All students should have access to a school counselor who advocates for their academic, social/emotional, and career/college needs. ^ Every student’s family is doing their best to support their student.

Mission Statement The school counseling mission statement provides the focus and direction to reach the vision, creating one focus in the implementation of the comprehensive school counseling program.

1. Aligns with the school’s mission statement and may show linkages to district and state department of education mission statements The school counseling mission statement: 2. Is written with students as the primary focus 3. Advocates for equity, access and success of every student 4. Indicates the long-range results desired for all students See pages 24– 25 of “The ASCA National Model: A Framework for School Counseling Programs (third edition)” for more information.

Effective school counseling vision statements Describes the future world where student outcomes are successfully achieved. Portrays a rich and textual picture of success, providing a full image of what students become. States the best possible outcome desired for all students that are five to 15 years away.

Effective school counseling vision statements Reflects the agreed upon school counselors’ beliefs and worldview Articulates “equitable academic, career, postsecondary access and person/social opportunities for all students Aligns with the vision of the school and district

Woodlawn Middle School’s School Counseling Department’s Vision Statement The vision of Woodlawn Middle School’s comprehensive school counseling program is that all students will graduate high school career- and college-ready. Our students will be lifelong learners reaching their maximal potential in the everchanging 21 st century. Our students will demonstrate resiliency and character when faced with adversity through respect, responsibility, courage, sacrifice, and perseverance. Woodlawn Middle School’s Vision Statement At Woodlawn Middle School we are dedicated to preparing students to become lifelong learners and productive citizens through a rigorous curriculum and a commitment to excellence. East Baton Rouge Parish Schools’ School Counseling Department’s Vision Statement This department does not have a vision statement. East Baton Rouge Parish Schools’ Vision Statement All East Baton Rouge Parish School System students will graduate with the knowledge, skills and values necessary to become active and successful members of a dynamic learning community. Louisiana Department of Education’s Mission Statement The mission of the Louisiana Department of Education is to ensure equal access to education and to promote equal excellence throughout the state.

School Counseling Program Goal Average ORF score increased 22 points. 17 -18 Small Group AR Results Fall to Spring Average ORF percentile increased from 14 th percentile to 33 rd percentile.

School Counseling Program Goal 18 -19 Small Group AR Results Fall to Spring Based on Reading Level, the students in my group grew an average of 1. 25 years.

By the end of the 2017 -2018 first semester, the number of sixth to eighth grade students failing three or more classes at the end of the first nine weeks will decrease by at least 50% from 21 to 10 or fewer. School counseling program goals By the end of the 2017 -2018 school year, the number of 8 th grade students who scored Unsatisfactory on theirth 7 grade English Language Arts state standardized test will reduce by 9. 37% from 32 students to 29 students. By the end of the 2017 -2018 school year, Hispanic students with 10 or more unexcused absences during the 2016 -2017 school year will reduce the number of days absent by at least 20% (from 329 days to 263 days).

Achievement

Achievement 63 Fs Total for the 1 st 9 weeks 40 Fs Total for the 2 nd 9 weeks

Program Management ● Assessments ○ ○ Management is doing things right; leadership is doing the right things. Peter Drucker ○ School Counselor Competencies Assessment School Counseling Program Assessment Use-of-Time Assessment ● Tools ○ ○ ○ ○ Annual Agreement Advisory Council Use of Data School Data Profile Program Results Data (Process, Perceptions, and Outcomes) Curriculum. Small Group, and Closing-the-Gap Action Plans Lesson Plan Calendars

Advisory council The Purpose The Benefits The advisory council is a group of members who meet twice a year to advise the counseling program. The council should accurately represent the dynamics of the community, as well as include representatives who are affected by the school counseling program. Role definition for school counselors https: //www. counselorup. com/blog/ascanational-model-advisory-council Opportunity to talk to stakeholders about what we are doing It is a mechanism for stakeholder input about proposed changes Chance to find out what method of communication works best Gain insight about ways to increase parent participation in counseling programs

ADVISORY COUNCIL THE PURPOSE IS HONEST COMMUNICATION AMONG ALL PARTIES ABOUT THE IMPORTANT WORK OF THE SCHOOL COUNSELORS AS IT RELATES TO THE MISSION AND GOALS OF THE SCHOOL AND DISTRICT!!

Use of Data ● https: //docs. google. com/spreadsheets/d/1 Ds 6 Lnwl. GBle 8 T 0_U 1 vg. Rrw 2 X 2 t. O 5 OBK 4 I 0 VX 6 GHu. A 6 g/edit#gid=1849652 554

Career and College Week: Impact on Behavior

Delivery System Today’s man should do more than just talk; he should act. He should do more than just promise; he should deliver. -Dr. Steve Maraboli ● Direct Student Services ○ School Counseling Core Curriculum ○ Individual Student Planning ○ Responsive Services ● Indirect Student Services ○ Referrals ○ Consultation ○ Collaboration

Providing Equity and Access to Educational Opportunities for all students Individual Support Small Groups Classroom Lessons Specialized Intervention s

Accountability ● Data Analysis Accountability breeds response-ability. -Stephen Covey ● Program Results ○ ○ ○ School Data Profile Analysis Use-of-Time Analysis Curriculum Results Analysis Small-Group Results Analysis Closing-the-Gap Results Analysis ● Evaluation and Improvement ○ ○ ○ School Counselor Competencies Assessment Analysis Program Assessment Analysis School Counselor Performance Appraisal

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Leadership “From providing leadership for the development of a comprehensive school counseling program to solving problems with school and community groups that promote student achievement, school counselors are called upon to be leaders in a variety of ways. ” (ASCA National Model, 2012, p. 1)

Advocacy ❖ Acting With Students ❖ Acting on Behalf of Students ➢ Micro-Level ■ Student Advocacy ■ School/Community Collaboration ■ Systems Advocacy ➢ Macro-level ■ Public Information ■ Social/Political Advocacy

Collaboration

Systemic Change Schools, like a family, are a system. An event that impacts one part of the system has a ripple effect, affecting other parts of the system. By implementing a comprehensive school counseling program utilizing the skills of leadership, collaboration and advocacy, school counselors can help bring about systemic change.

Examples of systemic change • Remove barriers to access courses and learning paths (i. e. , AP, IB, honors, dual enrollment, CTE, credit recovery, special programs) • Increase access to educational opportunities • Implement programs to address inappropriate behavior (i. e. , restorative practices, bullying awareness and prevention) • Increase awareness of school safety • Promote knowledge and skills for working in a diverse and multicultural work setting • Model inclusive language • (see pp. 8 -10 of The ASCA National Model)

Benefits for Administrators, schools and students Research shows that afully implemented program • aligns with PBIS • reduces violence • improves college and career readiness • increases student achievement • improves attendance rates • improves school climate • reduces dropout rates • reduces bullying

Ridge Elementary Increase of ASCA Implementation over the last 5 years

Ridge Elementary Increase of ASCA Implementation over the last 5 years

Ridge Elementary Increase of ASCA Implementation over the last 5 years

C 2011 -2014 B 2015 -2018 Ridge Elementary’s School Performance Scores

Black students are more likely than their White peers to identify their school counselor as the person who had the most influence on their thinking about postsecondary education. Cholewa, B. , Burkhardt, C. , & Hull, M. (2018) Are school counselors impacting underrepresented students’ thinking about post-secondary education? Professional School Counseling, 19 (1), pp. 144 -154

Highly qualified firstgeneration students are more likely to enroll in four year colleges if they have greater access to high school counselors (i. e. , lower student-school counselor ratios). Pham, C. , & Keenan, T. (2011). Counseling and college matriculation: Does the availability of counseling affect college going decisions among highly qualified first-generation collegebound high school graduates? Journal of Applied Economics and Business Research, 1 (1), 12 -24.

Six studies provide evidence of the relationship between positive student educational outcomes and school counseling program organization, student-to-schoolcounselor ratios, counselor time use, and specific school counseling activities. These studies clearly indicate that certain school counseling activities create specific and measurable results. Carey, J. , & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16 (2), 146 -153. doi: 10. 5330/PSC. n. 2012 -16. 146

School-wide proficiency rates in English/ Language Arts and Math are significantly higher in RAMP designated elementary schools compared to elementary controls. Four-year longitudinal results indicate a significant positive difference between RAMP-designated elementary schools and their controls in Math. Findings provide support for the impact of comprehensive, data-driven, accountable school counseling programs at the elementary level Wilkerson, K. , Perusse, R. , & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16 (3), 172 - 184. doi: 10. 5330/PSC. n. 2013 -16. 172

Similar to the Wilkerson study in the previous slide, this study found statistically significant differences in SAT scores, Work. Keys scores, and the percentage of students enrolled in college after high school graduation for students who attended schools with the RAMP designation as compared to students who attended non-RAMP schools in North Carolina. Jones, S. , Ricks, J. , Warren, J. , & Mauk, G. (2019). Exploring the career and college readiness of high school students serviced by RAMP and non. RAMP school counseling programs in North Carolina. ASCA Research Release retreived from https: //www. schoolcounselor. org/asca/media/asca/Careers -Roles/Research. Report-Jones. pdf

This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievementminded cohort that emphasized peer relationships and academic success. Davis, P. , Davis, M. P. , & Mobley, J. A. (2013). The school counselor’s role in addressing the Advanced Placement equity and excellence gap for African American students. Professional School Counseling, 17 (1), 32 -39. doi: 10. 5330/ PSC. n. 2013 -17. 32

A graduation rate of 49% alarmed Sunnyside High School in 2009. With graduation rates in the bottom 5% statewide, Sunnyside was awarded a federally funded School Improvement Grant. The “turnaround” principal and the school counselors aligned goals with the ASCA National Model through the program All Hands On Deck (AHOD), based on academic press, social support, and relational trust. In 2012, 78. 8% of students graduated. This case study describes student success resulting from the counselor-led program AHOD. Salina, C. , Girtz, S. , Eppinga, J. , Martinez, D. , Blumer Kilian, D. , Lozano, E. , …Shines, T. (2013). All hands on deck: A comprehensive, results-driven counseling model. Professional School Counseling, 17 (1), 63 -75. doi: 10. 5330/ PSC. n. 2014 -17. 63

This study explored relationships among school counseling practices, secondary school demographics, and student outcomes in the state of Rhode Island during a 2 -year period. The results showed strong and consistent correlations between increased amounts of school counseling services and positive student outcomes. Schools with higher percentages of students eligible for free or reduced-price lunch status and with higher percentages of minority students provided fewer comprehensive counseling services for their students. Dimmitt, C. , & Wilkerson, B. (2012). Comprehensive school counseling in Rhode Island: Access to services and student outcomes. Professional School Counseling, 16 (2), 125 -135. doi: 10. 5330/PSC. n. 2012 -16. 125

School counselors can provide leadership in the early identification and prevention of high school students with depression and suicidal thoughts. Erickson, A. , & Abel, N. R. (2013). A high school counselor’s leadership in providing school-wide screenings for depression and enhancing suicide awareness. Professional School Counseling, 16 (5), 283 -289. doi: 10. 5330/psc. n. 2013 -16. 283

The adoption of state funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors. Reback, R. (2010). Schools’ mental health services and young children’s emotions, behavior, and learning. Journal of Policy Analysis and Management, 29 (4), 698 -727. doi: 10. 1002/pam

research links the student-toschool-counselor ratios that meet the American School Counselor Association (ASCA) recommendation in high-poverty schools to better academic outcomes for students, such as improved attendance, fewer disciplinary incidents, and higher graduation rates. Lapan, R. T. , Gysbers, N. C. , Stanley, B. , & Pierce, M. E. (2012). Missouri Professional School Counselors: Ratios Matter, Especially in High-Poverty Schools. Professional School Counseling. https: //doi. org/10. 1177/2156759 X 0001600207 Carrell, S. E. , & Carrell, S. A. (2006). Do lower student to counselor ratios reduce school disciplinary problems? Contributions to Economic Analysis & Policy, 5, 1– 24. Carrell, S. E. , & Hoekstra, M. (2014). Are school counselors an effective educational input? Economic Letters, 125, 66 -69. doi: 10. 1016/j. econlet. 2014. 07. 020 f Lapan, R. T. , Whitcomb, S. A. , & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16 (2), 117 -124. doi: 10. 5330/PSC. n. 2012 -16. 124

attending schools with lower student-to- school-counselor ratios and more complete implementation of the ASCA National Model were more engaged in higher-quality college counseling learning activities. These activities helped students make more informed college decisions. Lapan, R. T. , Poynton, T. , Balkin, R. , & Jones, L. (2019) ASCA National Model implementation and appropriate school counselor ratios promote more informed college decision-making. ASCA Research Release retreived from https: //www. schoolcounselor. org/asca/media/asca/Public ations/Research-Release-Lapan. pdf

The school-counselor-to- student ratio of 1: 250 had the largest significant effect on student attendance, SAT mathematics and SAT writing. Significantly higher school-counselor-tostudent ratios exist in lower-performing schools Students in districts with elementary school counselors have improved performance outcomes versus districts without. Parzych, J. L. , Donohue, P. , Gaesser, A. , & Chiu, M. M. (2019) Measuring the impact of school counselor ratios on student outcomes. ASCA Research Release retreived from https: //www. schoolcounselor. org/asca/media/asca/Publication s/Research-Release-Parzych. pdf

A school-counselor-to-student ratio of 1: 250 has a significant effect on student attendance, SAT mathematics and SAT writing. In Indiana, the average school–counselor-tostudent ratio of 1: 250 resulted in: ● ● 0. 3% higher attendance rate 18 points higher SAT mathematics scores. 19 points higher SAT verbal scores. 16 points higher SAT writing scores. Parzych, J. L. , Donohue, P. , Gaesser, A. , & Chiu, M. M. (2019) Measuring the impact of school counselor ratios on student outcomes. ASCA Research Release retreived from https: //www. schoolcounselor. org/asca/media/asca/Publication s/Research-Release-Parzych. pdf

Students in districts with elementary school counselors have improved performance outcomes versus districts without. Connecticut school districts report that Schools with K– 12 school counselors: 69. 4% report graduation rates greater than 90 percent. Schools without elementary school counselors: 45. 8% report graduation rates greater than 90 percent. Parzych, J. L. , Donohue, P. , Gaesser, A. , & Chiu, M. M. (2019) Measuring the impact of school counselor ratios on student outcomes. ASCA Research Release retreived from https: //www. schoolcounselor. org/asca/media/asca/Publication s/Research-Release-Parzych. pdf

From a Nation at Risk to a Nation at Hope

Aspen Institute Report, 2018 67% reduction in suspensions 82% reduction in expulsions 442 out of 600 schools are certified as Safe and supportive Becoming a man (for young men at risk)= 19% increase in graduation Working on womanhood (working with women who experienced trauma)= 67% decrease in depressions 2018 and 2019 National School Counselors of the Year

Educational Justice “We give the least to the kids who need the most. ” Dr. John King Other things to consider: Low Income Students and/or Students➔Quality of Color have less access to ➔ 800, 000 students do not have access to a Preschool counselor ➔Resources ➔Advanced coursework ➔School Counselors ➔Effective Teachers ➔College ➔Opportunity to thrive ➔ 1. 6 million students attend a school with an assigned law enforcement officer but no school counselor ➔ 48% of students kicked out of preschool because of behavior are students of color, however, they only make up 18% of the population.

School counselors Matter. what louisiana is doing right ● In 2016, Louisiana’s school counselor to student ratio was 1: 393, lower than the national average of 1: 455. We had a lower average than 28 other states. ● In 2019, Louisiana had better than equal access to school counselors for both students of color and for students from low income families.

What can Louisiana do better simply put, there are not enough school counselors in the US. or Louisiana. These are the questions that education leaders can ask: What value do I know counselors add to school districts and individual schools? How does my district or school compare to the recommended ASCA guidelines of 1: 250? How can we reduce that number by 10%? (1: 353 for LA) In what districts or schools is the shortage of counselors most pronounced? What funding can be leveraged in the short term and in the long term to address this problem?

“Love, kindness, guidance. . these are the gifts you all give to your students every day: a light for their path, kindness to help them grow, and love for themselves. ” Jill Biden Former Second Lady of the United States Dr. Jill Biden Brian Coleman 2019 School Counselor of the Year

Annual Gala, Union Station

https: //videos. schoolcounselor. org/2019 -school-counselor-of-the-year-wrap-up State School Counselors of the Year

Discussion Q&A

Contact u. S: Wendy Rock wendy. rock@southeastern. edu , 985 -549 -5205, @Wendarooski Dawn Stelly dmstelly@lpssonline. com , 337 -521 -7800 Tara Washington twashington 97@ebrschools. org , 225 -751 -0436, @tarwash