COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM

1. COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM Cohort B ……for each and every student…… We represent Cohort B, which is a statewide effort involving dozens of districts. We have been working for three years to enhance our district’s counseling and guidance programming.We represent Cohort B, which is a statewide effort involving dozens of districts. We have been working for three years to enhance our district’s counseling and guidance programming.

2. HISTORICAL FRAMEWORK State Framework Adopted in 2003 Based on National School Counseling Standards Each Foundational Domain of the Oregon Framework Involves Students Attaining Competencies by Developing Skills and Knowledge Essential for Achievement. Learning to Learn (Academic) Learning to Work (Career Development) Learning to Live (Personal/Social Development) Learning to Contribute (Community Involvement) INSERT REV PAGE 11 MODEL Point out direct parallels to REV components Ask audience to think about their own positions and how, each day, they contribute to each of the four areas…. Point out survey done 2005 – all staff members contribute to this comprehensive model Oregon added Learning to Contribute FOCUS ON STUDENT ACHIEVEMENT Even efforts aimed at social development contribute to student achievementINSERT REV PAGE 11 MODEL Point out direct parallels to REV components Ask audience to think about their own positions and how, each day, they contribute to each of the four areas…. Point out survey done 2005 – all staff members contribute to this comprehensive model Oregon added Learning to Contribute FOCUS ON STUDENT ACHIEVEMENT Even efforts aimed at social development contribute to student achievement

4. Program Components Student Advocacy is Foundational in Each Component Guidance Curriculum Individual Planning Responsive Services System Support and Integration Guidance efforts are broader than “curriculum” in the traditional sense…. USE EXAMPLES FROM BROCHURE SYSTEM SUPPORT INVOLVES COUNSELORS AND OTHERS BEING AGENTS FOR SYSTEMIC CHANGE AND PROGRAM IMPROVEMENT AT THE BUILDING AND DISTRICT LEVELS AGAIN….MOVING FROM POSITION TO PROGRAM AND IMPACTING ALL STUDENTSGuidance efforts are broader than “curriculum” in the traditional sense…. USE EXAMPLES FROM BROCHURE SYSTEM SUPPORT INVOLVES COUNSELORS AND OTHERS BEING AGENTS FOR SYSTEMIC CHANGE AND PROGRAM IMPROVEMENT AT THE BUILDING AND DISTRICT LEVELS AGAIN….MOVING FROM POSITION TO PROGRAM AND IMPACTING ALL STUDENTS

5. Why a Standardized Framework for School Counseling Programs? Best Practices in guidance and counseling are well researched yet have not been uniformly instituted. The need exists nationwide to move from position to program. The framework is a tool for systems change and system accountability. BEST PRACTICES INCLUDE EFFECTIVE EFFORTS TO IMPACT ALL STUDENTS WHEN APPROPRIATE AND TARGETED EFFORTS FOR SPECIFIC POPULATIONS ARTICULATION OF SERVICES AND EFFECTIVE TRANSITION PRACTICES CONSISTENCY OF PRACTICES K-12 WORKING SMARTER; EFFORTS NOT FRAGMENTED BUT SYSTEMATIC, COMPREHENSIVE AND COHESIVE, IMPACTING ALL STUDENTS INCLUDING DATA IN OUR PROGRAM DESIGN AND DELIVERY; WE USE ACHIEVEMENT, ATTENDANCE, DISCIPLINE, COLLEAGUE INPUT, ETC DATA IN DESIGNING OUR SERVICES ACCOUNTABILITY: JUST AS WE ARE HELD ACCOUNTABLE IN ACADEMIC AREAS (IE MATH TEST SCORES), WE ARE HOLDING OURSELVES ACCOUNTABLE FOR IMPACTING STUDENT ACHIEVEMENT (IE IMPROVED ATTENDANCE, LESSENING BULLYING, IMPROVING STUDENT-TEACHER COMMUNICATION, PLANNING FOR FUTURE) DEMONSTRATABLEBEST PRACTICES INCLUDE EFFECTIVE EFFORTS TO IMPACT ALL STUDENTS WHEN APPROPRIATE AND TARGETED EFFORTS FOR SPECIFIC POPULATIONS ARTICULATION OF SERVICES AND EFFECTIVE TRANSITION PRACTICES CONSISTENCY OF PRACTICES K-12 WORKING SMARTER; EFFORTS NOT FRAGMENTED BUT SYSTEMATIC, COMPREHENSIVE AND COHESIVE, IMPACTING ALL STUDENTS INCLUDING DATA IN OUR PROGRAM DESIGN AND DELIVERY; WE USE ACHIEVEMENT, ATTENDANCE, DISCIPLINE, COLLEAGUE INPUT, ETC DATA IN DESIGNING OUR SERVICES ACCOUNTABILITY: JUST AS WE ARE HELD ACCOUNTABLE IN ACADEMIC AREAS (IE MATH TEST SCORES), WE ARE HOLDING OURSELVES ACCOUNTABLE FOR IMPACTING STUDENT ACHIEVEMENT (IE IMPROVED ATTENDANCE, LESSENING BULLYING, IMPROVING STUDENT-TEACHER COMMUNICATION, PLANNING FOR FUTURE) DEMONSTRATABLE

6. RSD Cohort B Accomplishments Year One: Program Evaluation Program Audit – Comprehensive Needs Assessment and Development of Action Plans Time-Task Analysis District-Wide Survey PROGRAM AUDIT – ANALOGY TO TAKING MATH STATE STANDARDS AND ANALYZING THE CURRICULUM AND INSTRUCTION NEEDED FOR STUDENTS TO MEET STANDARDS; IDENTIFIED GAPS AND REDUNDANCY AND NEED FOR ARTICULATION ; SIMILAR TO CURRICULUM MAPPING AND PRIORITY STANDARDS EFFORTS TTA – EACH COUNSELOR DOCUMENTED IN DETAIL THE USE OF TIME ; HELPED IDENTIFY THE NEED TO INCREASE TIME DIRECTED TOWARD IMPACTING STUDENT DEVELOPMENT AND DIMINISH TIME SPENT IN NON-COUNSELING RELATED ACTIVITIES SURVEY HELPED US IDENTIFY GAPS AND NEEDS AND MAKE PROGRAM DECISIONS TO REMEDY ALSO ILLUSTRATED THAT COMPREHENSIVE EFFORTS ARE BEING MADE BY ALL STAFF MEMBERS TOWARD STUDENT DEVELOPMENT AND ACHIEVEMENTPROGRAM AUDIT – ANALOGY TO TAKING MATH STATE STANDARDS AND ANALYZING THE CURRICULUM AND INSTRUCTION NEEDED FOR STUDENTS TO MEET STANDARDS; IDENTIFIED GAPS AND REDUNDANCY AND NEED FOR ARTICULATION ; SIMILAR TO CURRICULUM MAPPING AND PRIORITY STANDARDS EFFORTS TTA – EACH COUNSELOR DOCUMENTED IN DETAIL THE USE OF TIME ; HELPED IDENTIFY THE NEED TO INCREASE TIME DIRECTED TOWARD IMPACTING STUDENT DEVELOPMENT AND DIMINISH TIME SPENT IN NON-COUNSELING RELATED ACTIVITIES SURVEY HELPED US IDENTIFY GAPS AND NEEDS AND MAKE PROGRAM DECISIONS TO REMEDY ALSO ILLUSTRATED THAT COMPREHENSIVE EFFORTS ARE BEING MADE BY ALL STAFF MEMBERS TOWARD STUDENT DEVELOPMENT AND ACHIEVEMENT

7. Year Two: Program Design MEASURE Study (WEB Program) Identify Curriculum Needs – K-12 Articulation Developed Action Plan - Identified Gaps in Services and Developed Plans to Address Gaps WEB program presented to school board; presented data to show impact Curriculum review indicated need for increased efforts in social/personal domain at secondary level and career development efforts at elementary level RESTATE CONNECTION WITH REV WORK – PROGRAM AUDIT AND ACTION PLANS INVOLVED MANY HOURS OF INTENSE ANALYSIS AND PROGRAM DEVELOPMENT – THE PROCESS WAS VERY IMPORTANT IN IMBEDDING THE CONCEPTSWEB program presented to school board; presented data to show impact Curriculum review indicated need for increased efforts in social/personal domain at secondary level and career development efforts at elementary level RESTATE CONNECTION WITH REV WORK – PROGRAM AUDIT AND ACTION PLANS INVOLVED MANY HOURS OF INTENSE ANALYSIS AND PROGRAM DEVELOPMENT – THE PROCESS WAS VERY IMPORTANT IN IMBEDDING THE CONCEPTS

8. Year Three: Implementation Systems Changes in Each Building to Work Smarter and Reach Each and Every Student MEASURE Study to Address Attendance Updated Curriculum for Social Skills, Problem Solving, Violence Prevention and Personal Safety MEASURE IS A RESEARCHED BASED APPROACH TO DEMONSTRATING IMPACT OF PROGRAMS; ACTION RESEARCH Attendance – as a district, we are doing a number of things to impact attendance. SROs, newsletters, after school programs, networking with agencies, FAN, nurses, bird dogging….improved communication among buildings MEASURE IS A RESEARCHED BASED APPROACH TO DEMONSTRATING IMPACT OF PROGRAMS; ACTION RESEARCH Attendance – as a district, we are doing a number of things to impact attendance. SROs, newsletters, after school programs, networking with agencies, FAN, nurses, bird dogging….improved communication among buildings

9. PRIORITIES FOR FUTURE Development of an Aligned K-12 Career Education Program Continue Data Driven Decision Making Develop Advisory Group to Include Staff, Parents and Community Members Partner With District and Community in Developing District-Wide Cultural Competence Efforts

10. THANK YOU….. …..FOR EVERYTHING THAT EACH OF YOU DO TO REACH EACH AND EVERY STUDENT