School Counselor Summit 2014 Desmond Hotel, Albany, NY

April 7-8, 2014

Shenendehowa High School, Clifton Park, NY

Sami Herman and Dr. L. Oliver Robinson, Superintendent

1. Standards and Accountability

2. Administrative and Community Support

3. Curriculum and Instructional Resources

4. Professional Development

Lenses addressed by panelists:

Jennifer Duffy, School Counselor, Beekmantown HS

• Lesson topic

• ASCA Domain, Standard and Competency

• Process data

• Perception data

• Outcome data

Adapted from ASCA National Model 2012

Dr. Lesli C. Myers Administration

© 2014 American Student Achievement Institute

Sue Reynolds State Specialist (Indiana DOE)

The Indiana Story

State Level Support

for

Support School Counseling

Lois Herrara, NYC DOE, Deputy CEO for Youth Development and Support Services

Recommendations recurring throughout the four lenses:

1. Comprehensive school counseling program

From Ken Slentz May 2014 Presentation “Pathways to Graduation”

The Three Domains of School Counseling Programs

Academic Support

Career Development

Personal/ Social

Development

from the

ASCA National Model

(2012)

Grades K-6 - the program shall be designed in coordination with teaching staff to: • Prepare students to participate effectively in their current and future educational programs; • Help students who exhibit problems: attendance, academic, behavioral or adjustment; • Educate students concerning avoidance of child sexual abuse; • Encourage parental involvement.

Grades 7-12 - the program shall include the following activities and services: • An annual review of each student’s educational progress and career plans conducted

individually or in small groups conducted by a certified school counselor; • Instruction at each grade level on careers and career planning skills (can be done w/teachers); • Other advisory and individual or group counseling to enable students to benefit from the

curriculum, develop and implement postsecondary plans, help students who exhibit any attendance, academic, behavioral or adjustment problems, to encourage parental involvement.

Each school district shall have a guidance program for all students. Each school district shall develop a district plan

which sets forth the manner in which the district shall comply with the requirements of this regulation.

adapted from NYSED Commissioner’s Regulations Part 100.2(j)

12

94

56

32

1 1 0

1

2

0

1

1

57

11

8 36 121 6

3 4

Recognized

ASCA

Model

Program

Data from ASCA website: www.schoolcounselor.org

Comprehensive School Counseling Programs and Student Achievement Outcomes: A Comparative Analysis of RAMP Versus Non-RAMP Schools Wilkerson 2013

Comprehensive School Counseling in Rhode Island: Access to services and student outcomes Dimmit & Wilkerson 2012

School Counseling and Student Outcomes: Summary of six statewide studies Carey & Dimmitt 2012

Comprehensive School Counseling Programs: In Some Schools for Some Students But Not in All Schools for All Students Lapan 2012

Recommendations recurring throughout the four lenses:

1. Comprehensive school counseling program

2. Consistent pre-service preparation & certification

California

New York

Pennsylvania

Texas

Illinois

Content from www.schoolcounselor.org

According to the American

School Counselor

Association (2012)….

Comprehensive School

Counseling Program

Cultural, political and social

influences on current

educational practices.

Legal, ethical and professional

issues

Theory

Mental health

Counseling

Collaborating

Identifying impediments

Data-driven

Content from www.schoolcounselor.org

Common Training Components

Core Curriculum

Common Curricular

Experiences

Professional Orientation and Ethical Practice

Foundations

Social and Diversity/

Diversity and Advocacy

Human Growth and

Development

Helping Relationships

Career Development

Leadership Group Work

Assessment Collaboration

and Consultation

Research and Program

Evaluation

Counseling, Prevention, Intervention

Academic Development

Practicum Internship

Adapted rom NYACES Survey 2014

Provide consistency among counselor education

programs by requiring for provisional certification:

a minimum 48 graduate credit hours

Adapted from www.schoolcounselor.org

NYACES Survey (2014) Answer Options

Standalone

Course

Covered in

Multiple Courses

Not

Offered

Counseling Theory and Practice 23 7 0

Counseling Techniques 18 9 0

Group Counseling and Practice 23 3 0

Career

Development/Guidance/Vocational 24 2 0

Professional Identity 9 17 0

Legal and Ethics 7 18 0

Multicultural Counseling/Diversity 19 9 0

Human Growth and Development 20 7 0

Systems 7 17 0

Consultation 9 14 0

Assessment 21 5 0

Research 21 5 2

Program Evaluation

12 9

3

Data from NY ACES survey 2014

Common Training Components

Core Curriculum

Field Experience

(Data gathered from individual counselor education program websites 2013)

Provide consistency among counselor education programs by

requiring for provisional certification 100-hour practicum

in a P-12 school setting, and 600-hour internship in a

P-12 setting supervised by a certified school counselor

0 100 200 300 400 500 600 700 800 900

Alfred University

*Canisius College

College of Saint Rose

College of New Rochelle

Columbia University - Teachers College

*CUNY - Brooklyn

*CUNY - Lehman College

CUNY - Queens College

*CUNY - Hunters College

Fordham University

Hofstra University

*Long Island University-CW Post

*Long Island University- Brentwood

Long Island University-Hudson

Long Island University- Brooklyn

Long Island University-Rockland

Manhattan College

Mercy College

*New York Institute of Technology

New York University .

Niagara University

Roberts Wesleyan University

Sage Graduate School - Albany

Sage Graduate School - Troy

Saint Lawrence University

*SUNY - Brockport

SUNY New Paltz

SUNY - Oneonta

SUNY - Oswego University

*SUNY - Plattsburgh

SUNY - University of Buffalo

*St. Bonaventure University

*St. John's University

*Syracuse University

*University of Rochester

CACREP Accredited

Programs

Lehman College (CUNY)

Canisius College Hunter College

CUNY Brooklyn College

CUNY

New York Institute of Technology

St. Bonaventure University

Long Island University

Post/Brentwood

Syracuse University

St. John’s University

The College at Brockport, State

University of New York

State University of New York College

at Plattsburgh

University of Rochester

Adapted from www.CACREP.org

Incorporate training on: developing, managing,

delivering, and evaluating a comprehensive school

counseling program; school counseling core

curriculum; data collection and analysis; mental

health; substance use and abuse; domestic violence;

special education; cultural and linguistic diversity;

closing achievement and opportunity gaps;

technology

School Counseling

CACREP

60 Credits

4 Specific Counseling Courses

Common Training Components

Core Curriculum

Field Experience

Certification Requirements

Certification requirements:

Provisional certification: (5 year renewable)

Option 1: Completion of NY registered school counseling program

Option 2: Bachelors AND 30 credit hours of approved graduate

study in school counseling

Option 3: Certified in school counseling by the National Board for

Professional Teaching Standards (NBPTS)

Permanent certification: (lifetime)

30 graduate semester hours in school counseling which include a

Masters; plus 2 years school experience in pupil personnel services.

Current State of School Counselor Preparation in New York State

adapted from NYSED Office of Teaching Initiatives Certification Requirements

Establish a renewable school counselor certification of up to five years including 175 hours of required professional development

Data from: A Guide to State Laws and Regulations on Professional School Counseling, March 2012, American Counseling Association www.counseling.org

Renewal Requirement Limits

92%

2% 2%

5 Year Renewal

6 Year Renewal

3 Year Renewal

10 Year Renewal

1 Year Renewal

adapted from www.schoolcounselor.org

Recommendations recurring throughout the four lenses:

1. Comprehensive school counseling program

2. Consistent pre-service preparation & certification

3. Professional development for re-training

Provide opportunities for collaboration between school

counseling and school building and district leader

candidates as part of their preparation programs.

Table 1. Appropriate and Inappropriate School Counselors Functions

Appropriate Function Inappropriate Function

Individual counseling – 10 hours/week Individual counseling – 4 hours/week

Small-group counseling – 6 hours/week Consultation – 3.5 hours/week

Large-group guidance – 6 hours/week Testing program – 7.5 hours/week

Student Appraisal – 4 hours/week Attendance duties – 5 hours/week

Peer-helper program – 2 hours/week Bus/lunch duties – 4 hours/week

Outreach activities – 4 hours/week Discipline – 2 hours/week

Consultation – 2 hours/week Scheduling – 5 hours/week

Parent outreach – 1 hour/week Miscellaneous – 4 hours/week

Member of local, state, and national school counseling organization

Member of local education association

Future School Principal Views of the Roles of Professional School Counselors (Chata & Loesch 2007)

Provide opportunities for collaboration between school

counseling and school building and district leader

candidates as part of their preparation programs.

College Board 2011 National Survey of School Counselors

Provide opportunities for collaboration between school

counseling and school building and district leader

candidates as part of their preparation programs.

College Board 2011 National Survey of School Counselors

Provide opportunities for collaboration between school

counseling and school building and district leader

candidates as part of their preparation programs.

College Board 2011 National Survey of School Counselors

Recommendations recurring throughout the four lenses:

1. Comprehensive school counseling program

2. Consistent pre-service preparation & certification

3. Professional development for re-training

4. Direct communication and support

1.Comprehensive school counseling program

2.Consistent pre-service preparation and certification

3.Professional development for re-training

4.Direct communication and support

Summit Recommendations:

“Children are either advantaged or disadvantaged by what

WE do!” Patricia Martin College Board

Thank you on behalf of

all Summit participants!

Gloria Jean, NYSSCA

Cynthia Walley, NYACES

David Coates, NYSACAC