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Comprehensive School Counseling
Student Achievement & Success
Personal/Social Development
Career Development
Academic Development
Classroom Curriculum
Individual Planning
Responsive Services
Systems Support
Three Phases of Massachusetts School Counseling Models
ASCANationalModel
ComprehensiveDevelopmental
Guidance
Student Services
Comparing the Models in Order to Build
Student Services Model Comp. Dev. Guidance Model
ASCA National Model
Career Placement and Humanistic Theory; Remedial, Problem Orientation
Career Development and Human Development Theory; Preventative/Developmental Orientation
Human Development Theory and Standards-Based Education
School Counseling provides services to those in the most need
School Counseling programs ensure that all students receive services
School Counseling programs ensure that all students achieve academically
School Counseling operates from Needs Assessment
School Counseling Programs Operate from a Local Curriculum with Academic, Career, and Personal/Social Domains
S. C. Programs Operate from a Curriculum with Academic, Career, and Personal/Social Domains based on ASCA Nat. Stds. and connected to State Frameworks
School Counselors use one-on-one counseling
School Counselors use Individual Planning, Responsive Services, Guidance Curriculum and System Support
School Counselors use Individual Planning, Responsive Services, Curriculum and System Support
Counselors are accountable for case loads and student contacts.
School Counselors are accountable for time spent on different activities.
School Counselors are accountable for measurable changes in academic achievement and school-related behavior
Using Data to Set Goals for your program
• It improves our programs and the services for students and families• Students benefit from it• You probably already have it• Others are using it• We are accountable
Without Data ….
Absent from School Reform
Peripheral to the Mission and Function of Schools
SchoolCounselor?
Why do we use data?
What others are saying …
“Little evidence exists between the intended effects of counseling activities and the students’ perception of the usefulness of guidance at their schools.”- Zoe Corwin, AERA, April 2004
“What do
counselors do?”
The Old Question was …
The New Question …
With Data …
Key Players in School Reform
Connected to the Mission and Function of Schools
SchoolCounselor?
“How are students different BECAUSE of the school counseling program?“
The Professionalization of School Counseling
Defining the profession of school counseling.
Creating consistent norms and expectations.
Student – Achievement Data Standardized Test Data (Achievement, State, National) GPA
By Gender, Ethnicity, SES Grade Point Averages Student Surveys Special Education
By Gender, Ethnicity, SES Drop-Out Rates
By Grade Levels, Reasons Why, Gender, Ethnicity, SES Graduation Rates
By Gender, Ethnicity, SES Retention Rate
By Subject Area, Grade Level, Gender, Ethnicity, SES SRI (Scholastic Reading Inventory) Cascade Testing Local School Testing
Achievement-Related Data Discipline referrals Suspension Rates Discipline
By classroom/grade level Types of problems Gender
Anecdotal records/notes Attendance rates
Absences Tardies By Grade Level
Parent involvement Service Learning Community Involvement Extracurricular activities Homework completion rates
Standards and Competency – Related Data Directly reflect the outcomes of the school counseling
program These data indicate that as a result of the school
counselor’s activity or lesson, students were able to demonstrate through knowledge, skill, attitude shift or completion of task that they have achieved that specific competency.
Connects back to social skills and academic skills being intimately connected.
Percentage of students who demonstrate: Knowledge of study skills and how to use an
academic planner Skill to set goals Belief (attitude) in importance of an education
Program Evaluation Data
Process data “What you did for whom” Evidence that event occurred Example: Counselors taught students how to use
agent efficiently Perception data
Attitudes or Beliefs 32% believe they will get an A or B in this class
Competency Achievement (Skills) Every student in grades 9 – 12 completed an ILP
Knowledge Gained 89% of students demonstrated knowledge of college
entrance requirements
Program Evaluation Data
Results data “So WHAT” data Hard data – application data Have your activities contributed to
students’ ability to utilize the knowledge, attitudes and skills to effect behavior?
Attendance Behavior Academic Achievement
Data Over Time
Immediate Intermediate Long range (Impact Over
Time)
Action Plans – 2 Types
Planned Curriculum: Every student, by virtue of breathing Structured standards-based developmental lessons Designed to assist in competency attainment Provides EVERY student the knowledge and skills in the three
domain areas Academic Career Personal/Social
Intentional Planning Activities: Some students need MORE Data driven – Where are your gaps? What must be in place to ensure equity and access to
achievement for all?
Collecting Data
Commercial programs STI Infinite Campus
Access Excel Create your own method of record-
keeping
Analyzing Data
Commercial programs EZ-Analyze: www.ezanalyze.com SPSS
Access Excel Create your own method of record-keeping Look for:
PicturesPatterns
Gaps Questions:
What is positive in the data? What opportunity gaps do you see?
CSCPs Are Holistic Academic Development
Prototypes Learning Styles Multiple Intelligences
Career Development Prototypes
Overview of the Career Process Positive Uncertainty The Career Portfolio Career Clusters
CSCPs Are Holistic (cont.)
Personal/Social Development Prototypes
Identity Achievement Identity Development for Students of
Difference Self Esteem Snyder’s Concept of Hope
CSCPs Are Systemic Issues
Community Culture
Attitudes Schools Families Peers
Leadership Role
SystemicInterventions
IndividualInterventions
CareerDevelopmentOutcomes
Personal/SocialDevelopmentOutcomes
AcademicDevelopmentOutcomes
School CounselingProgram
School CounselingOutcomes
SystemicInterventions
IndividualInterventions
CareerDevelopmentOutcomes
Personal/SocialDevelopmentOutcomes
AcademicDevelopmentOutcomes
School CounselingProgram
School CounselingOutcomes
Strong Evidence
Weak Evidence
CSCPs Are Balanced
Issues Prototypes
Balanced Counselor Activities
CSCPs Are Proactive
Issues Minimal Risk Remote Risk Imminent
Risk At-Risk
Activity
Prototypes•Prevention
•Intervention
•Treatment
CSCPs Are Integrated Into The Academic Agenda
Issues Prototype
Curricular and Programmatic Integration
CSCPs Are Reflective
Issues Prototype
Reflection on Quality of Program and on Counselor Performance
LINK TO STRATEGIC PLAN
Goal 1:
High Student
Performance
Comprehensive PlanHelp students develop transferable skills to
facilitate changes throughout lifeAssist students in developing healthy self-concepts,
awareness, and a sense of responsibility Provide opportunities for growth in study skills, test
taking skills, and organizational skills Provide opportunities for growth in time and stress
management Implement processes to promote students?
maximum academic achievement, to maintain consistent attendance, and to reduce the risk of failure
Enhance the skills of others in the school community to work collaboratively
Promote placement of students in challenging educational programs which maximize their academic preparation and prepare them for postsecondary opportunities
Assist all stakeholders in interpreting and understanding individual and school test data
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO DISTRICT STRATEGIC PLAN
Goal 2:
High Quality Teaching and
Administration
Comprehensive PlanFacilitate recognition of student and staff
accomplishments Support staff in maintaining an
environment conducive to learning Focus on prevention strategies and offer
intervention activities that equip students to deal successfully with developmental issues
Promote the development of positive self concept and high expectations for achievement, behavior, and attendance.
Improve student achievement overall and in student demographic groups
Increase access to the rigorous curriculum for all students, including high-level courses
Assure full implementation of the Individual Learning Plan
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO DISTRICT STRATEGIC PLAN
Goal 3:Strong and Supportive
Environment for Each and Every Child
Comprehensive PlanPromote wellness and healthy
lifestyles. Provide support, prevention,
intervention programs and activities for the promotion of safe and healthy lifestyles
Promote student awareness of positive interpersonal skills
Assist in the development of conflict management strategies
Foster respect and appreciation for individual and cultural differences
Increase the number of productive parent volunteer hours
Increase parent involvement in Individual Learning Plans (ILPs)
Increase literacy and parenting skills of parents in the lowest level of adult literacy
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO STRATEGIC PLAN*
Goal 4:
Personal/Social
Comprehensive PlanAssist in the identification of
children with special needs Provide parenting workshops,
seminars, and consultations Serve as liaison to community
services and support full service school initiatives
Facilitate transitions from preschool programs to kindergarten; primary to intermediate; elementary to middle school
Provide parents with information regarding their child’s future educational goals
LINK TO DISTRICT STRATEGIC PLAN
Goal 5:Career
Comprehensive PlanAssist students and their
families in career, secondary, and postsecondary planning
Equip students and parents with problem solving and decision-making skills
Facilitate school-to-school and school-to-work transitions
Comprehensive School Counseling Program: Delivery of Services,
Elementary LevelCurriculumProvides developmental, comprehensive guidance program content in a systemic way to all students in order to build the culture and climate of the school
Responsive ServicesAddresses students’ immediate concerns in order to address the needs of the whole child
Individual Student Planning Assists students and parents in development of academic and career plans in order to address the needs of the whole child
System SupportIncludes program, staff, and school support activities and service that collaborate to build the climate and culture of the school
Purpose: Student awareness, skill development, and application of skills needed in everyday life
Purpose: Prevention and intervention
Purpose: Individual student academic planning, decision-making, goal setting, and preparing for academic transitions
Purpose: Program delivery and support
Counselor Role: Guidance curriculum implementationStructured groupsConsultationCoordinate Community Resources
Counselor Role:Individual counselingSmall group counselingReferralConsultationCrisis CounselingHome Visits
Counselor Role:AssessmentPlanningPlacementConsultationCoordinate & Chair SBARC Meetings
Counselor Role:Prof. Dev. Develop and manage programsCoordinationDevelop relationships and partnershipsConsultationData Analysis
Comprehensive School Counseling Program: Delivery of Services,
Elementary LevelAcademicClassroom lesson on study/organizational skills, etc.Classroom lesson on test-taking skills
AcademicPortfolio mentoringOrganize/implement SST TeamParent/student conference on academic concerns
AcademicMonitor IEP for accommodation implementationSBARC meetingsHold parent meetings on test-taking and explain resultsClass SchedulingAdvanced placement meeting
AcademicILT memberMonthly counselor leadership meetingsAssist in analyzing student dataCollaborate to organize celebrations/ recognitionsWork on student records
“Close the Gap”Classroom lesson on Character Education, goal setting, etc.School-wide attendance incentive program
“Close the Gap”Small group – organization, attendance, study skillsParent/student conferencesDevelop/provide a student intervention packet for teachers
“Close the Gap”Assist in appropriate ECE placements and programming – SBARC’sChair SST Team meetingGive AP test/process resultsWrite/facilitate student transition plans (early childhood)
“Close the Gap”Organize and facilitate testing proceduresStaff training on CATSCollaborate to provide student recognition programsStaff training on CATSProvide staff SST training
Comprehensive School Counseling Program: Delivery of Services,
Elementary LevelPersonal/SocialImplement a school-wide Character Education programImplement a school-wide cultural awareness programClassroom lesson on Decision-making, Anger management, BullyingOrganize speakers on safe behaviors (not smoking, drinking, etc.)Classroom lesson on bus safetyDrug Awareness lessons/initiativesFacilitate service and humanitarian projects
Personal/SocialFacilitate small groups on anger management, grief, etc.Assist teachers in formulating behavior contractsConduct an incentive group on attendanceIndividual student conferences on low self-esteem, family concerns, friend issues, etc.Good bus behavior student contractsPOPS collaborationMediation of student conflicts
Personal/SocialParent/student conference on school choiceParent conferences to plan ehavior/crisis plansConduct SIT meetings on students with behavior concernsReferrals to community and district support agenciesAssist in writing of FBA’s and BIP’s
Personal/SocialStaff PD on parent/teacher conferencing, classroom/school behavior management, community resourcesStudent/parent newslettersAnalyze student workCollaborate on scrimmage testsOpen House Collect data on “novice” students (behavior, attendance, etc) to make intervention plansCollaborate on school-wide student management plan
Comprehensive School Counseling Program: Delivery of Services,
Elementary LevelCareerSchedule career speakersClassroom Lesson – careersCollaborate to use technology to access career info (4th & 5th grade)
CareerSmall group – Girl Power, Girls on the Run, College Bound
Parent/student conference on career
concerns
CareerArrange school visits (middle)
Personal/SocialCollaborate to organize/implement the Student Behavior Response TeamCollect/organize data on student behaviorMember of the climate/culture/discipline committeeCollaborate to plan/facilitate school/class celebrations/events.Chaperone/attend after school eventsStudent/parent newsletters
Developmental CurriculumMonth:
Word(s) of the Month Concepts CommunityResource(s)
Core Content Standard
Aug. Prepare
Counselor
* Getting ready for the year* Collecting records and organizing for teachers* Meet the Counselor* School Counselor Expectations* Jobs the School Counselor Performs
Sept. Respect(Personal/Social Domain: Character Ed. Focus*)
* Self-Respect* Respect for Others* Respect for Authority* Respect for Property
7 & 8
Oct. Citizenship(Personal/Social Domain: Character Ed. Focus*)
Substance Use & Abuse/Red Ribbon Week(Personal/Social Domain: Character Ed. Focus*)
* Cooperation* Civility* Courtesy* Tolerance/Acceptance* Drug Misuse/Abuse* Strategies for Saying No to Drugs
MADDDARE
7 & 8
9
Nov. Caring and Sharing(Personal/Social Domain: Character Ed. Focus*)
* Kindness* Generosity* Appreciative/ Grateful
7 & 8
Dec. Compassion (K-4)(Personal/Social Domain: Character Ed. Focus*)
Middle School Info. (5th)
* Empathy* Helpful* Altruism
7 & 8
Developmental CurriculumMonth:
Word(s) of the Month Concepts CommunityResource(s)
Core Content Standard
Jan. Responsibility/ Self-Discipline(Personal/Social Domain: Character Ed. Focus*)
* Dependable* School Responsibilities- Listening to Learn* Responsibility for Actions* Self-Control* Good Judgment* Self-Reliance
7 & 8
Feb. Honesty/Trustworthiness(Personal/Social Domain: Character Ed. Focus*)
* Truthful* Sincere* Integrity* Loyalty
7 & 8
Mar. Study Skills: Taking Tests Successfully (3-5)(Academic Domain)
Fairness/Cooperation (K-2)(Personal/Social Domain: Character Ed. Focus*)
* Overcoming Test Anxiety* Making Educated Guesses* Following Directions* Teamwork* Positive Attitude* Compromise
1 & 8
Apr. Perseverance/Life Skills(Personal/Social Domain: Character Ed. Focus*)
Careers(Career Domain)
* Persistence*Learning from mistakes* Making Good Decisions*Workplace Skills* Job Interests* ILP
Various-Speakers Bureau
Career Matchmaker
9
4
May TESTING
REFERENCES Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance
program. Alexandria, VA: American Counseling Association. Gysbers, N.C., & Henderson, P. (Eds.) (1997). Comprehensive Guidance Programs That Work-
II. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Henderson, P., & Gysbers, N.C. (1998). Leading & managing your school guidance program
staff. Alexandria, VA: American Counseling Association. Henderson, P., & Gysbers, N.C. (Eds.)(2002). Implementing Comprehensive Guidance
Programs: Critical Issues and Successful Responses. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.
