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School Improvement Process: The Counselor’s Role

School Improvement Process: The Counselor’s Role. Presented by Karyn Holt WSCA President 2003-4 kdholt@adelphia.net. The old question was…. “What do counselors do?”. The new question is …. “How are students different because of the school counseling program?”.

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School Improvement Process: The Counselor’s Role

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  1. School Improvement Process: The Counselor’s Role Presented by Karyn HoltWSCA President 2003-4kdholt@adelphia.net

  2. The old question was… “What do counselors do?” The new question is… “How are students different because of the school counseling program?” Education Trust 2003

  3. 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

  4. 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

  5. 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

  6. 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)

  7. School Counselor Role • 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.

  8. 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.

  9. The Role of the Counselor in the School Improvement Process • 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.

  10. The American School Counselor Association National Model for School Counseling Programs • Foundation • Delivery System • Management System • Accountability p. 20

  11. Foundation • Beliefs & Philosophy • Mission Statement • Standards for students -academic -career -personal/social ASCA pages 27-37

  12. Delivery System • Guidance Curriculum • Individual Planning With Students • Responsive Services • System Support • ASCA Page 39 Audit Page 112

  13. Delivery System Components • 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 41 Audit Page 113 • System Support • Professional Development • Consultation, Collaboration and Teaming • Program management activities that establish, maintain, and enhance the program

  14. 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

  15. MANAGEMENT SYSTEMS Counseling duties versus Non-Counseling duties (see back of outline) • Management Agreements • Advisory Council • Use of Data • Action Plans • Calendars ASCA page 57 ASCA Page 101-103

  16. 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)]

  17. Types of Data Process - What you did for whom” • Evidence that event occurred • How activity was conducted • Did the program follow the prescribed practice? • 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 • 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 Trish Hatch, Ph.D. August, 2004

  18. 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

  19. 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

  20. 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

  21. Closing the Gap Action Plan Sample Target Group selection is based upon the following criteria: 3 or more failing grades Data that drove this decision: report cards, attendance

  22. 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

  23. 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. When To Use the Audit

  24. 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

  25. Results Data Example...

  26. Academic Results Interventions (6-8) Pre:Post: • Students on retention list: • 6th - 81 • 7th - 73 • 8th - 103 • Students who came off retention list: • 6th - 27 • 7th - 22 • 8th - 23 72 students avoided retention (Moreno Valley SD in Southern California)

  27. Career DevelopmentCanyon Springs High School • In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day. • Parent attendance at evening guidance events has increased from 150 to 500 parents • Scholarship dollars for students increased from $750,000 to $825, 000 • Finally, graduation rates have improved from • 84 % to 89% (Moreno Valley SD in Southern California)

  28. 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.

  29. The End Question/Comments

  30. Reference Slides School Improvement Process: The Counselor’s Role

  31. Guidance Curriculum Suggested Time Distribution

  32. Individual Planning Suggested Time Distribution

  33. Responsive Services Suggested Time Distribution

  34. System Support Suggested Time Distribution

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