developing comprehensie school guidance & counseling program

DEVELOPING COMPREHENSIVE SCHOOL GUIDANCE & COUNSELING PROGRAM

PRESENTED BY: JAYSON S. HERNANDEZ, RGC

Training Objective

At the end of the workshop, the participants will have:

1. Examined the Philippine Model for Standards-Based School

Counseling Programs.

2. Reviewed their counseling program activities vis-à-vis this model.

3. Prioritized standards to focus on; and

4. Designed a one-year comprehensive school guidance & counseling

program based on the national standards.

Where to begin?

Be familiar with national standards

Understand how to use the national standards

Know your school's priorities/goals

Know your students' needs

Use these to determine which domain area to start with

Identify the support you need to take the next steps; and

Make a plan

Definition of Terms

Standards or Goals – statements of what should be done in each area (ASCA, 2003 p. 152 as mentioned in Salazar-Clemeña, 2010)

Content Standards for Students – the knowledge and behavior that school counseling programs are expected to develop in their students.

Domains – broad areas of knowledge base (academic, career and personal-social) that promote and enhance the learning process (ASCA, 2003 p. 151 as mentioned in Salazar-Clemeña, 2010).

Definition of Terms

Competencies – the knowledge, skills and attitudes the students should develop.

Indicators – measurable evidence that individuals have abilities, knowledge or skill for a specific competency (ASCA, 2003 p. 151 as mentioned in Salazar-Clemeña, 2010)

Major Source

Carol Dahir, Ed.D.

Associate Professor and Coordinator, School Counselor Education,

New York Institute of Technology

Past Project Director, American School Counselor Association's

National Standards for School Counseling Programs

1. Examining the Framework Components of the ASCA National Model

2. Developing A National Framework for the Philippines

3. Program Mapping: Aligning your activities with the National

Standards

Philippine Model for Students-Based School Counseling Programs

Features of the Model

The model centers on the student, who is the focus of the school Counseling

Program.

The counselor works with other stakeholders (faculty and administrators,

parents, and the community) to assist each student.

The model covers four areas identified by ASCA:

o FOUNDATION

o DELIVERY SYSTEM

o MANAGEMENT SYSTEM

o ACCOUNTABILTIY SYSTEM

The outer edge of the model shows leadership, advocacy, collaboration, and

systemic change as the driving forces for the model.


The Foundation of the program consists of the Mission -Vision, which

is anchored on Filipino values of Family and Spirituality, and the

Student Competencies the program aims to develop. The foundation

leads to both management and delivery systems, which go together.

Counselors use a variety of tools and strategies to manage their time

and the program well. They deliver direct and indirect services to

students and the other stakeholders.

The effectiveness of the delivery and management systems is

measured by the Accountability system. The accountability system

gives feedback /provides evidence for the improvement of the

management and delivery systems and the foundation


Leadership - School Counselors act as leaders in bringing about needed changes in the school system.

identify specific leadership roles/functions of the RGCs in the implementation/monitoring of the School Counseling programs/services

Advocacy - School Counselors advocate for the enhancement of the school learning climate to effect/strengthen the academic performance of students


Collaboration - School Counselors work as a team with other stakeholders to reach common/shared goals.

design collaborative programs and strategies for specifically identified populations in the school community

Systemic Change - School Counselors take specific steps/procedure to draft and/or adopt to initiate and/or implement the needed changes in the school system with the end goal of improving the academic performance of all students

Fleshing Out the Model

Foundation1. What family values do you want to emphasize in the school

counseling program?

2. What aspects of spirituality do you want to include in the school

counseling program?

3. What competencies do you want your students to develop as a result

of your program?

4. What counselor competencies do you need to develop in order to

help your students attain these competencies?

Fleshing Out the Model

Delivery System1. What SERVICES do you need to deliver to help your students achieve

the desired competencies?

o Duties and Responsibilities*

* Result-Based Performance Management System (RPMS)

Duties and Responsibilities*

Guidance Counselor I

Organizes functional and suitable guidance and

counseling program

Provides effective individual and group counseling

Identifies students’ needs and problems

Provides career counseling to students

Provides scholarship programs to students

Guidance Counselor II

Provides orientation to students in all year levels

Formulates guidance and counseling forms including

individual inventory, agreement forms

Administers and interprets individual and groups

psychological and projective tests


Identifies students’ needs and problems

Makes an action research based on the results of the

identified of students’ needs and problems

Makes referrals to different government agencies

Coordinates with the community, NGOs or GOs for

program support



Guidance Counselor III Organizes functional and suitable guidance and counseling program

Provides orientation to students in all year levels

Implements guidelines and school policies

Formulates guidance and counseling forms including individual inventory,

agreement forms

Administers and interprets individual and group psychological and

projective tests

Holds parent-teacher conferences

Designs and manages teachers’ training on guidance-related topics

enhancing their skills in effective pupil management


Identifies student’s needs and problems

Makes an action research based on the result of the identification of

students’ needs and problems

Makes referrals to other government agencies

Coordinates with the community, NGOs and GOs for program support



Guidance Coordinators I-III

Supervises the guidance programs of the

district/division

Formulates guidance policies in the district/division

Provides guidance seminars on stress management

Acts as consultant to parents, out of school youths

and community

Delivery Process – provide services to students, parents, school staff and in the community in the following areas:

o Curriculum – consist of structured lessons designed to help students

achieve the desired competencies and to provide all students with

the knowledge and skills appropriate for their developmental level.

o Individual Student Planning – coordinate ongoing systemic activities

designed to help students establish personal goals and develop

future plans.

o Responsive Services – preventative and/or intervention activities

meeting students immediate and future needs. These can be

necessitated by events and conditions in students lives and may

require any of the following:

Individual or group counseling

Consultation with parents, teachers and other educators

Referrals to other support services or community resources

Peer helping

Information

Schools counselors develop confidential relationships with

students to help them resolve or cope with problems and

developmental concerns.

o System Support – consist of management activities establishing,

maintaining and enhancing the total school counseling program.

These activities include professional development, consultation,

collaboration, program management and operations. School

Counselors are committed to continued personal and professional

development and are proactively involved in professional

organizations promoting school counseling.

ManagementHow much time should you allot for direct vs. indirect services?

What organizational/management tools and strategies can you use to facilitate service delivery?

AccountabilityWhat DATA do you need to gather and analyze to determine the effectiveness of your program?

Mapping School Counseling Programs to the National StandardsThe San Miguel National High School Experience, SY 2014-2015

Review of Counseling Program Activities, School

Improvement Goals, and the National Standards

Connecting Counseling Work to San Miguel National

High School Vision-Mission

Analyzing Data

Prioritizing Standards to focus on

Student Academic Development

STANDARD A: Students will acquire the attitudes, knowledge &

skills that contribute to effective learning in school & across the

life span.

o Competency: A:A1 Improve academic self-concept.

A:A1.8 Be aware of their responsibilities as students.

o Competency: A:A2 Acquire Skills for Improving Learning.

A:A2.1 Apply time management and task-management skills.

o Competency: A:A3 Achieve School Success.

A:A3.1 Take responsibility for their actions

A:A3.7 Observe and respect school rules/regulations/ policies.

STANDARD C: Students will understand the relationship of

academics to the world of work and to life at home and in the

community.

o Competency: A:C1 Relate School Life Experiences.

A:C1.9 Understand that home and school are partners in helping out

students with their concerns.

Student Career DevelopmentSTANDARD A: Students will acquire the skills to investigate the

world of work in relation to knowledge of self and to make

informed decisions.

o Competency: C:A1 Develop Career Awareness

C:A1.3 Develop an awareness of personal abilities, skills, interests and

motivations

C:A1.5 Learn to make decisions

C:A1.6 Learn how to set goals

C:A1.7 Understand the importance of planning

C:A1.11 Identify career options relevant to their abilities and interests

STANDARD B: Students will employ strategies to achieve future career

goals with success and satisfaction.

o Competency: C:B2 Identify Career Goals

C:B2.1 Demonstrate awareness of the education and training needed

to achieve career goals

Student Personal-Social Development

STANDARD A: Students will acquire the knowledge, attitudes

and interpersonal skills to help them understand and respect

self and others.

o Competency: PS:A2 Acquire Interpersonal Skills

PS:A2.1 Recognize that everyone has rights and responsibilities.

PS:A2.11 Understand and show respect for the differently able.

STANDARD C: Students will understand safety and survival

skills.

o Competency: PS:C1 Acquire Personal Safety Skills

PS:C1.8 Learn about the emotional and physical dangers of substance

use and abuse

PS:C1.9 Learn how to cope with peer pressure.

PS:C1.10 Learn techniques for managing stress and conflict.

STANDARD D: Students will understand their role in society.

o Competency: PS:D1 Citizenship Responsibilities

PS:D1.1 Recognize and respect social norms

PS:D1.4 Become more responsible students/citizens

NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS IN THE PHILIPPINES

ACADEMIC DEVELOPMENT

STANDARD A: Students will acquire the skills that contribute to effective learning in school and across the life span.

Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary/post-college options.

STANDARD C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

Standards/Competencies/Indicators College HS Elem.

STANDARD A: Students will acquire the skills that contribute to effective learning in school and across the life span.

A:A1 Improve Academic Self-Concept

A:A1.1 Articulate feelings of competence and confidence as learners

A:A1.2 Display a positive interest in learning

A:A1.3 Take pride in work and achievement

A:A1.4 Accept mistakes as essential to the learning process

A:A1.5 Identify attitudes and behaviors that lead to successful learning

A:A1.6 Identify their aptitudes, learning styles, cognitive strengths, and weaknesses

A:A1.7 Gain knowledge about their competencies

A:A1.8 Be aware of their responsibilities as students


A:A2 Acquire Skills for Improving Learning

A:A2.1 Apply time management and task-management skills

A:A2.2 Demonstrate how effort and persistence positively affect learning

A:A2.3 Use communication skills to know when and how to ask for help when needed

A:A2.4 Apply knowledge and learning styles to positively influence school performance

A:A2.5 Set goals and make action plans based on academic performance

A.A2.6 Improve study habits

A:A2.7 Learn appropriate attitudes and techniques for satisfactory school performance


A:A3 Achieve School Success

A:A3.1 Take responsibility for their actions

A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

A:A3.3 Develop a broad range of interests and abilities

A:A3.4 Demonstrate dependability, productivity and initiative

A:A3.5 Share knowledge

A:A3.6 Identify personal areas of concern that affect their performance and find ways of coping with and resolving these

A:A3.7 Observe and respect school rules/regulations/policies

A:A3.11 Demonstrate resourcefulness

A:A3.12 Collaborate with teachers and guidance counselors to address their academic needs


Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary/post-college options.

A:B1 Improve Learning

A:B1.1 Demonstrate the motivation to achieve individual potential

A:B1.2 Learn and apply critical-thinking skills

A:B1.3 Apply the study skills necessary for academic success at each level

A:B1.4 Seek information and support from faculty, staff, family and peers

A:B1.6 Use knowledge of learning styles to positively influence school performance

A:B1.7 Become a self-directed and independent learner

A:B1.8 Identify and avail themselves of guidance and other student services that could assist them


A:B2 Plan to Achieve Goals

A:B2.1 Establish challenging academic goals in elementary, high school, and college

A:B2.2 Use assessment results in educational planning

A:B2.4 Apply knowledge of aptitudes and interests to goal setting

A:B2.5 Use problem-solving and decision-making skills to assess progress toward educational goals

A:B2.8 Demonstrate readiness for the next level in the educational/career ladder

A:B2.10 Minimize anxiety about taking tests for admission to the next level

A:B2.13 Be motivated to go on to the next step in the educational/career ladder


STANDARD C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

A:C1 Relate School Life Experiences

A:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life

A:C1.3 Understand the relationship between learning and work

A:C1.4 Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals

A:C1.5 Understand the school success is the preparation to make the transition from student to community member

A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

A:C1.7 Establish a strong connection between academic learning and other relevant life skills

A:C1.8 Relate the importance of learning to their life at home, community and work

A:C1.9 Understand that home and school are partners in helping out students with their concerns


CAREER DEVELOPMENT

STANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed decisions.

STANDARD B: Students will employ strategies to achieve future career goals with success and satisfaction.

STANDARD C: Students will understand the relationship between personal qualities, education, training and the world of work.



C:A1 Develop Career Awareness

C:A1.1 Develop skills to locate, evaluate and interpret career information

C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations

C:A1.4 Learn how to interact and work cooperatively in teams

C:A1.5 Learn to make decisions

C:A1.6 Learn how to set goals

C:A1.7 Understand the importance of planning

C:A1.8 Pursue and develop competency in areas of interest

C:A1.10 Balance between work and leisure time

C:A1.11 Identify career options relevant to their abilities and interests



C:A2 Develop Employment Readiness

C:A2.1 Acquire employability skills such as working on a team, problem-solving and organizational skills

C:A2.2 Apply job readiness skills to seek employment opportunities

C:A2.3 Demostrate knowledge about the changing workplace

C:A2.5 Learn to respect individual uniqueness in the workplace

C:A2.6 Learn how to write a résumé

C:A2.7 Develop a positive attitude toward work and learning

C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace

C:A2.9 Utilize time- and task-management skills



C:B1 Acquire Career Information

C:B1.1 Apply career decision-making skills to career planning, course selection and career transition

C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice

C:B1.3 Demonstrate knowledge of the career-planning process

C:B1.5 Use research and information resources to obtain career information

C:B1.6 Learn to use Internet to access career-planning information

C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice

C:B1.8 Understand how changing economic and societal needs influence employment trends and future training

C:B1.9 Be able to identify similarities and differences between career options



C:B2 Identify Career Goals

C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals

C:B2.2 Assess and modify their educational plan to support career

C:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience

C:B2.4 Select course work that is related to career interests



C:C1 Aquire Knowledge to Achieve Career Goals

C:C1.1 Understand the relationship between educational achievement and career success

C:C1.2 Explain how work can help to achieve personal success and satisfaction

C:C1.3 Idendify personal preferences and interests influencing career choices and success

C:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new skills

C:C1.8 Demonstrate awareness and understanding of their problems and concerns



C:C2 Apply Skills to achieve Career Goals

C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals

C:C2.2 Learn how to use conflict management skills with peers and adults

C:C2.3 Learn to work cooperatively with others as a team member

C:C2.4 Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences


PERSONAL-SOCIAL DEVELOPMENT

STANDARD A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

STANDARD B: Students will make decisions, set goals and take necessary action to achieve goals.

STANDARD C: Students will understand safety and survival skills.



STANDARD A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PS:A1.2 Identify values, attitudes and beliefs

PS:A1.3 Learn the goal-setting process

PS:A1.4 Understand change is a part of growth

PS:A1.5 Identify and express feelings

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A1.7 Recognize personal boundaries, rights and privacy needs

PS:A1.8 Understand the need for self-control and how to practice it

PS:A1.9 Demonstrate cooperative behavior in groups

PS:A1.10 Identify personal strengths and assets

PS:A1.11 Identify and discuss changing personal and social roles

PS:A1.12 Identify and recognize changing family roles

PS:A1.13 Acquire a better self-concept

PS:A1.14 Demonstrate self-confidence

PS:A1.15 Become aware of their needs

PS:A1.16 Gain more knowledge about their physical, socio-emotional, spiritual, and psychological aspects

PS:A1.17 Identify their motivators

PS:A1.18 Manifest independence

PS:A1.19 Know how to handle anger and other emotions properly


PS:A2 Acquire Interpersonal Skills

PS:A2.1 Recognize that everyone has rights and responsibilities

PS:A2.2 Respect alternative points of view

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

PS:A2.5 Recognize and respect differences in various family configurations

PS:A2.6 Use effective communications skillsPS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

PS:A2.8 Learn how to make and keep friends

PS:A2.9 Have better relationship with others

PS:A2.10 Experience group support and teamwork

PS:A2.11 Understand and show respect for the differently able

PS:A2.12 Address their special needs and develop feelings of self-acceptance and worth

PS:A2.13 Develop leadership skills

PS:A2.15 Strengthen their personal relationships with parents and other family membersPS:A2.16 Be aware of the importance of the involvement of their parents in their lives


STANDARD B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

PS:B1.1 Use a decision-making and problem-solving model

PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem

PS:B1.4 Develop effective coping skills for dealing with problems

PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions

PS:B1.6 Know how to apply conflict resolution skills

PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

PS:B1.8 Know when peer pressure is influencing a decision

PS:B1.9 Identify long- and short-term goals

PS:B1.10 Identify alternative ways of achieving goals

PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills

PS:B1.12 Develop an action plan to set and achieve realistic goals

PS:B1.13 Understand clearly their problems

PS:B1.14 Generalize problem-solving skills to future problems

PS:B1.16 Express their personal concerns and problems to helping professionals

PS:B1.17 Minimize/correct inappropriate/undesirable behavior

PS:B1.18 Gain insight about their problems

PS:B1.19 Make their student life worthwhile/meaningful


STANDARD C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

PS:C1.1 Demonstrate knowledge of personal information(i.e., telephone number, home address, emergency contact)

PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact

PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy

PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help

PS:C1.6 Identify resource people in the school and community, and know how to seek their help

PS:C1.7 Apply problem-solving and decision-making skills to make safe and healthy choices

PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse

PS:C1.9 Learn how to cope with peer pressure

PS:C1.10 Learn techniques for managing stress and conflict

PS:C1.11 Learn coping skills for managing life eventsPS:C1.12 Adopt healthy lifestyle, coping mechanism, habits and attitudes

PS:C1.13 Maintain proper hygiene

PS:C1.14 Demonstrate crisis management skillsPS:C1.15 Learn when and where to seek assistance during crisis situations

PS:C1.17 Adjust to and become aware of their new environment PS:C1.18 Demonstrate proper attitude toward sex and appropriate sexual behavior



PS:D1 Citizenship Responsibilities

PS:D1.1 Recognize and respect social norms

PS:D1.3 Readily accept appropriate disciplinary action

PS:D1.4 Become more responsible students/citizens

PS:D1.5 Address the causes of their misbehavior and realize the consequences of their actions

PS:D1.6 Initiate and participate in behavior modification process

PS:D1.7 Realize their worth as public/productive citizens

PS:D1.8 Be aware that they are an important part of society and the community they are in

PS:D1.9 Have a concept of fairness/justice/honesty

PS:D1.10 Become productive persons in society

PS:D1.11 Be sensitive to others' needs and b able to help them especially in times of need

PS:D1.12 Involve themselves in community activities

PS:D1.13 Participate in outreach activities and projects that try to address social issues

PS:D1.14 Be ethically and morally guided in their conduct

PS:D1.15 Manifest acceptable social behavior

MEASURE – ing Student Success

Critical Data Elements

Measure of success for school counselors

mean:

Contributing to critical data element

Sharing responsibility for student

achievement

Connecting to school improvement

MEASURE

MEASURE is a 6-step plan that shows

how school counselors in collaboration

with other stakeholders identify,

strategize, and impact the critical data

elements that are the important

barometers of students’ success.

MEASURE stands for:

Mission

Elements

Analyze

Stakeholders – Unite

Results, and

Educate

Educate

Step 1 Mission: Connect to the Mission of School

When school counselors focus their efforts on the mission of school improvements, they widen educational opportunities for every student and can positively impact student achievement.

Example: DepED Mission

To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education

where: Students learn in a child-friendly, gender-sensitive, safe and

motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen

Family, community, and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

Step 2 Element

Guide Questions:

1. What critical data element are you trying to impact?

(Examples include grades; test scores; attendance;

promotion rates; graduation rates; SpEd; discipline

referral data)

2. What is the baseline for the data elements? Where do

you hope to move it (goal)?

Element: Example, Students At-Risk

Behavior Surveillance

Baseline: Example, Report on Cases Handled

Goal: Example, Analyze the cases handled

on its issues and concerns and

make recommendations

based on the findings

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on Cases Handled SY 2013-2014.docx

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on Cases Handled SY 2013-2014.docx

Step 3 Analyze

Identify the sources of data you want to

analyze

Identify the problem areas

Look at your baseline to set your goals

Your school data:

Performance Indicator

SF Form 2 Daily Attendance Report of Learners

SF Form 4 Monthly Learners Movement and Attendance

Analytical Report on Cases Handled

Analytical Report on Dropout Reduction Program (DORP)

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on DORP SY 2013-2014.docx

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on DORP SY 2013-2014.docx

Analyze the data element. You can use percentages, averages, raw scores, quartiles , or stanines. You can aggregate or disaggregate the data to better understood in a multitude of ways to look at student which students are meeting success. You can disaggregate by gender, ethnicity, socio-economic status or in multitude of ways to look at student groupings. Example: Analytical Report on Cases Handled

The Baseline Data Revealed: Example, Generally, across all grade/year level of reported cases handled by the Guidance Teachers as prefect of discipline, Table 2 shows that the commonality are absenteeism, cutting of classes and tardiness. Figure 2 shows that it is common among Grade 7 and Third Year students.

Step 4 Stakeholders – Unite : to take Action

How we work together to move this data and improve student achievement?

Stakeholders – Unite to develop strategies to impact the data element.

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on the use of STS.docx

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Analytical Report on the use of STS.docx

Beginning Date:

Ending Date:

Stakeholders:o School Counselors

o School Principal

o Teachers

o Students

o Student Organization (SSC, clubs, etc.)

o Parents

o PTA

o SBM Team

Step 5 Result

Then, re-analyze and revise your plan at the end of the school year.

Results: Restate your baseline data. State where your data are now. Did you meet your goal?

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Accomplishment Report in G&C SY 2013-2014.docx

C:/Users/JAYSON/Documents/Compilation of Reports SY 2013-2014/Accomplishment Report in G&C SY 2013-2014.docx

Baseline Data: _________________ Results (Data Now): ____________________

Meet goal? Yes: ___ No: ___

Questions to consider as you examine results and revise your MEASURE

Which strategies had a positive impact on the data?

Which strategies should be replaced, changed, added?

Based on what you have learned, how will you revise Step 4

ʺStakeholders – Unite?ʺ

How did your MEASURE contribute to systemic change/s in your school and/or

in your community?

Step 6 Educate others as to the results

Our Report Card will show how we all contributed to empowering this important data.

Educate others as to your efforts that shows how the work of the school counselors is connected to the mission of the school and to student success.

Below is an example of Report Card

School Principal's Comment: _____________________ Results: ______________________

School Counselor's Comment: ____________________________________________________

Critical Data Element/s: _________________________________________________________

Systemic Changes: _____________________________________________________________

Stakeholders Involved: o School Counselors

o School Principal

o Teachers

o Students

Faces behind the Data: ____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

MEASURE

Prepares us to be

Leaders, Collaborators and Team Players

And Data Information practitioners

to improve Student Achievement

MEASURE Helps Us Builds a Culture of Inquiry

How we close the gap between research and practice

To improve long term outcomes for our most vulnerable

students?

Counselors: Empowered by the

Results

"We developed what we thought we needed

Which was just pie in the sky, really,

We didn't know what the kids needed…

So, we are better off now that we have some data

To go and say 'OK', here…

Now we know that this is important."

"Getting familiar with the data again – just the

whole idea

of what we can do.

We see more need for parents now.

It was a major ingredient

that we had missed."

COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAMSCHOOL YEAR 2014 -2015

SERVICE/

ACTIVITY

COMPETEN

CYGRADE/

YEAR

LEVEL/

STUDENTS

INVOLVED

(Delivery,

Management)

TIMELI

NE

Manage

ment

PERSONS

INVOLVED

Management

SCHOOL

IMPROVE-

MENT

DATAAccountability

MEA-

SURABLE

OUT-COMESAccountability

DELIVERY

PROCESS

I P R C S

Monitor Students At-Risk of Dropping Out (SARDO).

A:A3 Achieve School Success.A:A3.1 Take responsibility for their actionsA:A3.7 Observe and respect school rules/regulations/ policies.

Identified Students At-Risk of Dropping Out (SARDO)

Year Round

Guidance CounselorGuidance TeachersCurriculum ChairpersonsClass Advisers

Analytical Report on DORP SY 2013-2014Quarterly Report on SARDO with FICS Analysis

Analytical Report on DORPPerformance IndicatorSF 2 Daily Attendance Report of LearnersSF 4 Monthly Learner's Movement & Attendance

I = Facilita-tion of Behavioral Plan R = Small Group Counselingwith SARDOs per gr. levelS = Referral for inte-gration to Feeding Program & 4 Ps

Thank You & God Bless!Reference:

Salazar-Clemeña, Rosemarie. (2010). Developing National Standards for School Counseling Programs in the Philippines. Manila: School Counselors Circle, Inc. and Asian Psychological Services and Assessment Corporation.

developing comprehensie school guidance & counseling program

Documents

model leadership school

model centers

school counselor education

national framework

asca national modeldeveloping

national standardsknow

content standards

prioritized standards