school improvement process: the counselor’s role
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School Improvement Process: The Counselor’s Role. Presented by Karyn Holt WSCA President 2003-4 [email protected]. The old question was…. “What do counselors do?”. The new question is …. “How are students different because of the school counseling program?”. - PowerPoint PPT PresentationTRANSCRIPT
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School Improvement Process: The Counselor’s Role
Presented by Karyn Holt
WSCA President [email protected]
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The new question is…
The old question was…“What do counselors do?”
“How are students different because of the school counseling program?”
Education Trust 2003
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Goals for Today
• Be aware of the efforts between OSPI and the Washington School Counselor Association in the Guidance Initiative
• Understand how an effective School Counseling program connects with the School Improvement Process
• Understand the American School Counselor Association National Model
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Education Trust ModelThe Role of School Counselors redefined:
Core Skills: • Leadership in Systemic Change• Data-based Advocacy• Teaming and Collaboration• Counseling, Referral and Coordination• Assessment, Accountability and Use
of Data• Technology Literacy
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What is Guidance?
• Reaches ALL Students • Integral to the Total Educational Program • Developmental by Design:
PreK-12 Sequential Activities • Involves everyone – School Counselors,
Teachers, Administrators, Parents /Guardians, & Community
• Create an infrastructure that inspires a personalized education for every student
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Comprehensive School Guidance• The Guidance Initiative focuses on:
– student engagement
– making connections between school and the world outside of school
• School Counselors take the building-lead for overseeing comprehensive Guidance, but are not solely responsible for carrying it out (much in the same way curriculum, instruction, or assessment do not fall under the purview of any one person)
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• OSPI and the Washington School Counselor Association are in the process of “Washingtonizing” parts of the ASCA National Model integrating the SIP process, State Education Reform, utilizing the American School Counselor Association National Model, and the Education Trust Model.
School Counselor Role
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So, what’s different?
Counselors are more intentional in their work by…
• Expanding their focus from individuals to include systems;
• Recognizing the importance of transitions;• Learning to value and use data;• Detecting areas where students of color and low
income are underserved; and• Teaming and collaborating with others to change
systems.
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• Member of the SIP team or a contributing member to the SIP team
•Actively assessing student needs through survey data, academic data, counseling related activities (Needs Assessments, Group Counseling, etc.)
•A resource for interpretation of school wide data
• The School Counselor implements and oversees Guidance related action plans to ensure all students are reaching goals 1 - 4 of the State Goals.
The Role of the Counselor in the School Improvement Process
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The American School Counselor Association National Model for School Counseling Programs
1. Foundation2. Delivery
System3. Management
System4. Accountabilit
y
p. 20
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Foundation• Beliefs & Philosophy• Mission Statement• Standards for students
-academic-career -personal/social
ASCA pages 27-37
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Delivery System• Guidance Curriculum• Individual Planning With
Students• Responsive Services• System Support• ASCA Page 39 Audit Page 112
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Delivery System Components
System Support•Professional Development
•Consultation, Collaboration and Teaming
•Program management activities that establish, maintain, and enhance the program
Responsive Services•Consultation
•Individual and Small Group Counseling
•Crisis Counseling/Response
•Referrals
•Peer Facilitation/Mediation
•Designed to meet students’ immediate needs
School Guidance Curriculum•Classroom Instruction
•Interdisciplinary Curriculum
•Group Activities
•Parent Workshops/ Activities
•Structured lessons delivered to all students
•Related to standards and competencies
•Integrated with academic curriculum
Individual Student Planning•Individual or Small group Appraisal
•Individual or Small group Advisement
•Ongoing systemic activities
•Designed to assist students in establishing personal goals
•Designed to assist students in developing future plans
ASCA Page 41Audit Page 113
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When, Who, How of RS
• Time is built into schedule for Responsive Services.
• Available to all students and parents.
• Often student initiated by self referral
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MANAGEMENT SYSTEMS
I. Management AgreementsII. Advisory CouncilIII. Use of DataIV. Action PlansV. Calendars ASCA page 57
ASCA Page 101-103
Counseling duties versus Non-Counseling duties
(see back of outline)
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Why look at data?• Concretely demonstrates accountability and progress toward
goals
• Monitors student progress
• Creates an urgency for change
• Serves as a catalyst for focused action
• Engages decision makers in data-informed decision making
• Challenges existing policies, practices, attitudes and mindsets
• Focuses resources, programs, interventions, and strategies
where they are needed most [borrowed from The Education Trust (1997) as referenced in The ASCA National Model: A framework for
school counseling programs (2003)]
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Types of DataProcess - What you did for
whom”
• Evidence that event occurred
• How activity was conducted
• Did the program follow the prescribed practice?
Trish Hatch, Ph.D. August, 2004
Results - “So WHAT” data•Hard data•Application data•Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior
•Attendance•Behavior•Academic achievement
Perception - “What others think, know or demonstrate” data.
•Measures competency achieved, knowledge gained or attitudes beliefs of students
•Pre-post•Competency achievement•Surveys•Evaluations
•Measures what students are perceived to have gained in knowledge
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Process Data - Examples
• Six counseling groups with 8 students each were held
• 1,350 6-8th grade students received the “Time to Tell” guidance lesson
• All high school students seen individually to prepare 4 year plan.
Trish Hatch, Ph.D. August, 2004
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Perception Data -Examples
• Competency Achievement– Every student in grades 9-12 completed a 4 year plan – Every 10th grade student completed an interest inventory
• Knowledge Gained– 89% of students demonstrate knowledge of promotion/
retention criteria– 92% can identify Early Warning Signs of violence
• Attitudes or Beliefs– 74%of students believe fighting is wrong– 29% of students feel safe at school– 78% know the name of their school counselor
Trish Hatch, Ph.D. August, 2004
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Results Data - Examples
• 42 students on the retention list avoided retention
• Graduation rates improved 14% over three years
• Attendance improved among 9th grade males by 49%
Trish Hatch, Ph.D. August, 2004
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Closing the Gap Action Plan Sample
Staff Intended Effects on
Academics, Behaviors or Attendance
ASCA Student Competency
ASCA Domain/
Standard
Type of Activity to be Delivered in
What Manner?
Projected number of students impacted
Evaluation Method/
How results will be
measures
Project start/
end date
McGee & Shea
Increase academic performance, increase attendance
Develop awareness of decision making skills.
Learn basic goal-setting techniques
Acquire knowledge/
skills that contribute to effective learning in school/life
Group Counseling-study skills training
75 Grades, attendance
12/1/04-2/1/05
Target Group selection is based upon the following criteria: 3 or more failing grades
Data that drove this decision: report cards, attendance
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Accountability
• Results Reports - “How are students different as a result of the School Counseling Program?”
• School Counselor Performance Standards - New performance based standards for ESA certification will be in place fall of 05’
• The Program Audit - Identifies program strengths and weaknesses
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When To Use the Audit
• Complete to determine how your program aligns with the ASCA Model.
• Determine what areas need to be added or improved.
• Use as a guide in building your district/state model.
• Assess yearly as program is being built.
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A Program Audit Tells Us…
• Major strengths of the program • Areas that need to be strengthened • Categories rate progress of each criteria and
show where work needs to be done • Short and long-range goals for improvement are
determined
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Results Data Example...
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Academic Results Interventions (6-8)
Students on retention list:
• 6th - 816th - 81
• 7th - 73 7th - 73
• 8th - 1038th - 103
Students who came off retention list:
• 6th - 276th - 27
• 7th - 227th - 22
• 8th - 238th - 23
72 students avoided retention
Pre: Post:
ACADEMICCareer
Personal/ Social
(Moreno Valley SD in Southern California)
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Career DevelopmentCanyon Springs High School
• In the last three years the number of students visiting the career center has increased from 30 to over 20030 to over 200 students per day.
• Parent attendance at evening guidance events has increased from 150 to 500150 to 500 parents
• Scholarship dollars for students increased from $750,000 to $825, 000$750,000 to $825, 000
• Finally, graduation rates have improved from
84 % to 89%84 % to 89%
Academic CAREER
Personal/ Social
(Moreno Valley SD in Southern California)
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The Results:•A 10% increase in the number of students who progress from 9th to 10th grade on time.
•An 8% decline in students receiving an F in one or more classes.
•Dramatic increases in the number of students enrolling in rigorous, demanding classes: 28% increase in students requesting pre-calculus classes; 240% increase in students requesting physics classes; and 180% increase in students requesting chemistry classes.
•A school-wide transition to more a more student-centered, individualized way of thinking about education.
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Reference Slides
School Improvement Process: The Counselor’s Role
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Guidance Curriculum Suggested Time Distribution
Elementary School Counselor % of Time:
35%-45%
ASCA Page 55
Middle School Counselor % of Time:
25%-35%
High School Counselor % of Time:
15%-25%
Gysbers & Henderson,
2002
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Individual Planning Suggested Time Distribution
Elementary School Counselor % of time:
5%-10%
Middle School Counselor % of time:
15%-25%
High School Counselor % of time:
25%-35%
Gysbers & Henderson,
2002
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Responsive Services Suggested Time Distribution
Elementary School Counselor % of Time:
30%-40%
Middle School Counselor % of Time:
30%-40%
High School Counselor % of Time:
30%-40%
Gysbers & Henderson,
2002
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System Support Suggested Time Distribution
Elementary School Counselor % of Time:
10%-15%
Middle School Counselor % of Time:
10%-15%
High School Counselor % of Time:
10%-15%
Gysbers & Henderson,
2002