Comprehensive Guidance Program

Comprehensive Guidance Program Student Achievement & Success Academic Development Career Development Personal/Social Development Guidance Curriculum Individual Planning Responsive Services Systems Support

What prevents me from embracing new ideas? I am comfortable (amid the chaos) I know this job – it is predictable I know what is expected of me I have a vision of a stable future I have a routine This is just another in a long line of new ideas, to come and go

The Stick Accountability Job In-Security More Pressure Non-Specific Resource The Carrot A Vision of a Better Way Seeing that it Can be Done Acknowledged Curriculum Measurable Results Motivation For Change

We have a sales job to do: • We need to sell this program to our administration both at the district level and at the school level • We need to sell this program to ourselves

Using Data to Set Goals for your program Without Data …. Why do we use data? Absent from School Reform • 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 School Counselor? Peripheral to the Mission and Function of Schools

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

The Old Question was … “What do counselors do?”

The New Question … “How are students different BECAUSE of the school counseling program?“ With Data … Key Players in School Reform School Counselor? Connected to the Mission and Function of Schools

The New Essential Question: How Has Student Achievement Increased as a Result of What Counselors Do? School Counseling Programs are about RESULTS.

The Law of Parsimony

Use Data to Spur Systemic Change • School Counselors must be proficient in: • Accessing data • Analyzing data • Interpreting data • Presenting data • School Counselors must use data to: • Create urgency for change • Change attitudes, policies & practices • Point out the system inequities • Advocate for system change

Vision Stephen Covey’s Habit#2: Begin with the End in mind. Good : Your School’s Vision Better: Your District’s Vision Best: Counselor Vision for your district The Cheshire Cat said: “If you don’t know where you’re going, you’ll end up somewhere else.”

Mission Example: _________ County School Counselors will provide a school counseling program that will lead to student excellence in academic, career awareness, and social/personal development through working with students, parents, teachers, and others in the community.

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

Goal 1: High Student Performance Guidance Comprehensive Plan Help students develop transferable skills to facilitate changes throughout life Assist 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 LINK TO STRATEGIC PLAN *For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.

Goal 2: High Quality Teaching and Administration Guidance Comprehensive Plan Facilitate 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 LINK TO DISTRICT STRATEGIC PLAN *For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.

Goal 3: Strong and Supportive Environment for Each and Every Child Guidance Comprehensive Plan Promote 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 LINK TO DISTRICT STRATEGIC PLAN *For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.

Goal 4: Personal/Social Guidance Comprehensive Plan Assist 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 STRATEGIC PLAN*

Goal 5: Career Guidance Comprehensive Plan Assist 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 LINK TO DISTRICT STRATEGIC PLAN

Comprehensive School Counseling Program Delivery of ServicesElementary Level

Developmental Guidance Curriculum

Contact Information: • Dr. Susan R. Rose • (502) 468 – 1480 • CounselingToday@insightbb.com

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.

Comprehensive Guidance Program