School Counselor CircleManila, PhilippinesNovember 14, 2013

Carol Dahir, Ed.D.Professor, School Counseling DepartmentNew York Institute of Technologycaroldahir@aol.com cdahir@nyit.edu

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Effective Implementation of School Counseling Programs: How Far Down

the Road Have We Come?

THIS IS OUR CHALLENGE

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Remembering things have changed….a bit!

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Including School Counseling

Then Now• Individual counseling • Group counseling• Classroom guidance• Consultation

• Individual counseling • Group counseling• Classroom guidance• Consultation• Leadership• Advocacy• Accountability• Teaming and

collaboration• Data driven practice

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What’s Next?

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No More Random Acts of Guidance

Comprehensive School Counseling• Intentional• Outcome based• All students agenda• Focused• Organized• Responsive• Aligned with school goals• Engages key players: families, guardians,

teachers, staff, community resources

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What is Comprehensive School Counseling?

• Competency-based (Student Learning Outcomes)o Academico Careero Personal/Social

• Integral component of academic mission of schools whose goal is to improve student success

• Collaboration between all members of the school community

• Delivered systematically to all students• Written document outlining program

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Why Bother?

If ignore this, will it go away?Just leave me alone with my

kids!Do we really need this?

What difference does any of this make?

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This Is Our Future

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First Steps First!What Does It Mean To Say That

School Counseling Is A Program?

A shift in thinking that explains school counseling as a program rather than a position within schools. A program can generally be defined as “A coherent sequence of activities based upon a validated set of competencies” (WV, 2011).

School counselors design, implement and evaluate a comprehensive array of services that include both preventative and developmental services to develop essential competencies in all students.

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Program Evaluation?

The program must also be evaluated to ensure that desired student learning outcomes (SLOs) are achieved.

Professional standards that generally describe necessary student competencies or student learner outcomes (e.g. Philippine National Standards) and the particular needs of students in a given school are used to design the SLO’s.

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How Can A Comprehensive Model Help?

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The Model Has a Structure

Program Foundation

Delivery SystemManagement

SystemAccountability

System

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What Does the Structure

Practice Look Like?

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Program Foundation

The Philippine National Standards for School Counseling Programs organized into three domains:

o Academic developmento Career developmento Personal/social development

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Standard A. Students will acquire the attitudes, knowledge and 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.

Academic Development

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

Standard B. Students will employ strategies to achieve future career success and satisfaction.

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

Career Development

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Standard A.Students will acquire the attitudes, knowledge 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 D. Students will understand their

role in society.

Personal-Social Development

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How will you establish your

priorities?• ACADEMIC• CAREER• PERSONAL-SOCIAL

Student Development

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DELIVERING with INTENTION MAPPING: Identifying what we do and finding gaps

Standards, Competencies, Activities,

School Improvement Goals,and Outcomes!

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Delivery System

Delivery

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Delivery

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Direct Student ServicesDelivery

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Indirect Student ServicesDelivery

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Management SYSTEM - Evidence

It’s About Organization

Calendars & Scheduleso Yearly department and individual counselor schedules

• Mapping Activities/Services• Structure not Random

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Program Mapping =s

EvidenceAn Archeology Project

o Previous district plans o Calendarso Lists of Activitieso EVERY activity accomplished by counselors

• Mapping to: o The National Standards for School Counseling Programso The Common Core State Standards

• Provides a Gap Analysis• MEASURE can provide information for

your APPR

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MAPPING =s EVIDENCE

Counselor______________________Building____________Grade Level(s)______

Area: Academic___ Career____ Personal-Social____

Service/ActivityD

CompetencyF

Grade LevelDM

TimelineM

Who’s Involved

M

School Goal A

Measurable Outcomes

ATest scoresobservation

DeliveryI C R S

Individual student planning; Curriculum, Responsive services, System support

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Foundation, Delivery, Management, Accountability

Accountability System =s Evidence• From—

oWhat do counselors do?• Counting Activities

• To—oHow are students different

because of what counselors do?• Student Learning Outcomes

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School Counselor Accountability Is Making Sure No Child Is Left Out Of

The Success Picture!

Accountability Shows that school counselors

intentionally and purposely act to “close the gap” and “raise the bar”

Focuses activities on student achievement

Demonstrates commitment to school improvement

Highlights school counselors’ skills Shows Evidence

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In this Day and age, your supervisors/principals

think

If it can’t be measured….it’s not important!

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an accountability model for school counselors to identify and positively impact the critical data

elements that are the important barometers of student success.

MEASURE can provide information for the APPR (when required)

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MEASURE is ………

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MEASURE stands for:

Mission, Elements, Analyze, Stakeholders-Unite, Results, and Educate

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Mission - Connect to the

Mission of School

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

• Promotion Rate • Retention Rate• Attendance• Test Scores• Discipline Incidents• Graduation Rate• Post Secondary Going Rate

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Choosing a DATA ELEMENT

Your school's success is measured by results, which are those critical data elements that are important to the internal and external stakeholders.

Elements - Identify Critical Data Elements

How are these goals connected to your school’s report card?

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Element What critical data element are you trying to impact? (Examples

include: grades; test scores; attendance; promotion rates; graduation rates; postsecondary-going rate; enrollment into honors or AP courses, special education; discipline referral data; etc.

What is the baseline for the data element? Where do you hope to move it goal?

Element:Baseline:Goal:

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Identify the sources of data you want to analyze.

Identify the problem areas.Look at your baseline to set your goals.

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STEP 3: ANALYZE

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

The Baseline Data revealed:

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Stakeholders-Unite To Take

Action

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

Step 4: STAKEHOLDERS - UNITE

data elementBeginning Date: Ending Date:

Stakeholders StrategiesSchool Counselor(s) .

Administrators

Teachers

Students

Student Organizations (clubs, teams, etc.)

Parents

PTA

School Psychologists

Social Workers

Community Agency Members

Faith Based Organizations

Colleges and Universities

Teacher Assistants

Other Support Staff (front office, custodial, cafeteria, playground)

School Leadership Team

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Results: then re-analyze and revise

your plan at the end of the school year.

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We Did It!

Step: 5

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

Baseline data: Results (data now):

Met Goal: Yes____ No ____

Questions to Consider as you examine results and revise your MEASURE:

1. Which strategies had a positive impact on the data?2. Which strategies should be replaced, changed, added? 3. Based on what you have learned, how will you revise Step

Four “Stakeholders-Unite?”4. How did your MEASURE contribute to systemic change(s) in

your school and/or in your community?

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Improving My Students’ Attendance: One Quarter at a Time!

Baseline MP1 MP2 MP3 MP4

86% 88% 87% 89% 89.5%

Goal: 90% Increase in attendance is 3.5%

Educate others as to your efforts to move data. Develop a report card thatshows how the work of the school counselor(s) is connected to the mission ofthe schools and to student success. Below is an example of a report card.

Principal’s Comment:School Counselor(s)’s Comment:

Critical Data Element(s)

Systemic Changes

Stakeholders Involved:Counselor(s)Administrator: Teachers: Parents: Students: Colleges and Universities: Business Partners:

Results

Faces behind the Data

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Every educator is an active participant in an reflective process that supports collaboration and continuous learning

Continuous Learning

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A Comprehensive Structure Puts It All Together

o School-based Issueso National Standardso Student Competencies (SLOs)o Practices-Services-Activitieso Critical Data Elementso Results and Accountability

The process to show the impact of our work on student achievement!

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School CounselingWhat do you consider good

practice?How will you show your contributions make a

difference in student success?

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Implications Brainstorm

What Makes Sense? What is Missing?

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NO ONE SAID IT WOULD BE EASY…….but it will be worth it for our students!

Plan Your Next Steps

TOGETHER WE CAN!

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WEB RESOURCES 

Education Trust  www.edtrust.org

National Center for Educational Statistics  http://nces.ed.gov/

 (student's classroom)

 ASCA  www.schoolcounselor.org

Tools for School Improvement

http://www.annenberginstitute.org/Tools

Post Secondary Education www.postsecondary.org

EZ Analzye ttp://www.ezanalyze.com/download/instructions.htm

College Board National Center for School Counselor Advocacy

www.collegeboard.org

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Resources

• ASCA National Model for Comprehensive School Counseling - 3rd edition (2012)

• The Philippine National Standards for School Counseling Programs (2011)

• Stone, C. & Dahir, C. (2011). School counselor accountability: A MEASURE of student success. Cengage/Pearson

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