REDESIGNING SCHOOL COUNSELING Preparing for the Indiana Gold Star School Counseling Award Indiana...

REDESIGNINGSCHOOL

COUNSELING

Preparing for the Indiana Gold Star

School Counseling Award

www.asainstitute.org/schoolcounseling

IndianaStudent

AchievementInstitute

InSAI

Indiana STUDENT STANDARDS for Guidance

Indiana PROGRAM STANDARDS for School Counseling

Indiana LICENSING STANDARDS for School Counselors

The Indiana Gold Star School Counseling Initiative is based on three state documents

Standards written by

Representatives of

over 40 state-level agencies,

professional associations,

and universities

Awarded by the Indiana Department of Education

Earned by schools that implement the Indiana PROGRAM STANDARDS for School Counseling

Based on a review of aSchool Counseling Portfolio

Indiana Gold Star School Counseling Award

Organizations have joined forces to support the implementation of the three sets of standards:

Indiana Department of Education

Indiana School Counselors Association

Indiana Commission for Higher Education

Indiana Student Achievement Institute

Indiana Department of Workforce Development

Indiana Association of School Principals

InSAI School Counseling Resources Redesign Process Redesign Steering Team Manual Redesign Templates Redesign Workshop Series (4 part) Redesign Website Online Program Management System

InSAI with Indiana DOE Gold Star Video Series Indiana Gold Star Website School Counseling Impact Study

Note: Schools are not required to use InSAI’s resources to receive the Indiana Gold Star School Counseling Award.

IndianaStudent

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InSAIBACKGROUND

The Current Situation

SCOPE OF SCHOOL COUNSELING

Guidance Counseling

Advocacy Management

GUIDANCE

The help all students receive from parents, teachers, counselors, community members and others to assist

with educational, career, and citizenship

development.

COUNSELING

The help some students receive from

credentialed professionals to

overcome personal and social problems

that interfere with learning.

DEFINITIONS: Direct Services

ADVOCACY

Advocating for systemic change

to develop an environment that

supports learning for ALL students.

MANAGEMENT

“Behind the scenes” tasks necessary for the

school counseling program to run smoothly and

efficiently.

DEFINITIONS: Indirect Services

DEFINING SCHOOL COUNSELING

School Counseling Traditionally

Defined as a

POSITION

Lack Common Vision

Lack Common Language

Lack Standards

Lack Curriculum

THE RESULT

High Ratios

Secondary (7-12)309 : 1DOE Recommends – 210:1ASCA Recommends – 250:1

Elementary (1-6)837 : 1DOE Recommends – 323:1ASCA Recommends – 250:1

Indiana data for the 01-02 school year

Non-Program Tasks

Those tasks which do not:

1) help students with academic, career, or citizenship development

2) help students overcome a problem that is interfering with learning.

Indiana: 24% of counselor time-use is spent on non-program tasks

www.reynoldsindiana.net/timeuse.htm

Guidance is SpottyLittle Consistency from School to School

IndianaStudent

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InSAI

WHERE WE’RE HEADED

School Counselingas a Vision-Based and

Data-Driven program for EVERY student.

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InSAIRedesigning School Counseling

GUIDANCE

Academic DevelopmentAll 5th graders will demonstrate learning skills. (3-5-1.1)

All 8th graders will write a 4-year course plan for high school. (6-8-1.29)

All 12th graders will write a postsecondary transition plan. (9-12-1.7)

Career DevelopmentAll 5th graders will analyze a career interest inventory. (3-5-2.1)

All 8th graders will write a career plan. (6-8-2.6)

All 11th graders will describe effective interviewing practices. (6-12-3.9)

Citizenship DevelopmentAll 5th graders will demonstrate active listening. (3-5-3.7)

All 6th graders will discuss methods for preventing bullying. (6-8-3.4)

All 12th graders will describe conflict management techniques. (9-12-3.9)

Indiana Student Standards for Guidance

Lesson PlansLesson Title: Learning Styles

Indicator: All students will describe ways in which they can adjust their classroom learning strategies to compliment their learning style.

Materials: Learning Style Assessment Learning Style Activity Sheet

Time Required: 50 minutes

Procedure: 1. Introduce the activity by explain- ing that people learn in different ways (see facilitator notes).2. Distribute copies of the “I Like Your Style” learning styles . . .

School Counselors

Classroom Teachers

Teacher Advisors

Guidance Lesson Facilitators

Community Members

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COUNSELING

SOCIAL & PERSONAL SITUATIONS THAT INTERFER WITH LEARING

Abuse

ADD / ADHD

Adoption Issues

Anger

Cheating

Conflicts

Cults

Depression

Divorce

Drugs / Alcohol

Eating Disorders

Family Issues

Homelessness

Hunger

Relationships

Run Away

Self Image

Stress

Suicide

Teen Parenting

Violence

Student Assistance Team

TASKS

A Receive referral

B Review case

C Recommend interventions

D Follow-up

Intervention Options

Level Sample Activities Provider

1 Seat AssignmentsHomework Logs

ParentsTeachers

2 Friendly ListeningInformation Sharing

Peer HelpersTeacher AdvisorsCommunity MentorsEducational Group Leaders

3

Individual CounselingGroup CounselingCrisis CounselingConsultationReferrals

Licensed School CounselorsLicensed School Social WorkersLicensed School Psychologists

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InSAIRedesigning School Counseling

ADVOCACY

Groups of Students Individual Students

Advocacy

GOALAll students master

a challenging curriculum

All Students

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PROGRAM MANAGEMENT

Management Tasks

Evaluation

Program

Personnel

Student Growth

Networking

School Committees

Community Agencies

Businesses

Service Clubs

Planning / Preparation

Activity Preparation

Newsletters

Print Resources

Research / Development

Prof. Development

ISCA Fall Conference

IACAC Congress

ICA Conference

Local Counselor Mtgs.

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InSAIRedesigning School Counseling

NON-PROGRAM

Those activities which do not:

1) help students master the guidance standards

2) help students overcome personal or social problems that interfere with learning

NON-PROGRAM ACTIVITIES

Common Non-Program Activities

ADMINISTRATION

ISTEP

State Reports

Special Education

Gifted & Talented

Book Rental

Substitute Teaching

Attendance

SCHEDULING

Master Scheduling

Balancing Class Loads

RECORDS

Report Cards

Transcripts

Grade Point Averages

Class Ranks

Honor Rolls

OTHER

Awards

Graduation

Discipline

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InSAI

Redesigning School Counseling

LOCALLY APPROPRIATE

BALLANCE

Time Use Goals

TASK TARGET ACTUAL

GUIDANCE % %

COUNSELING % %

ADVOCACY % %

MANAGEMENT % %

NON-PROGRAM % %

Indiana Counselor Time-Use (2002)

TASK ACTUAL

GUIDANCE 29%

COUNSELING 27%

ADVOCACY 10%

MANAGEMENT 10%

NON-PROGRAM 24%

IndianaStudent

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InSAIRedesigning School Counseling

ACCOUNTABILITY

1. I can describe an apprenticeship campus.

2. I can state my Holland career interest code.

3. I can use the ABC model to resolve conflicts.

A. YesB. Don’t KnowC. No

A. YesB. Don’t KnowC. No

A. YesB. Don’t KnowC. No

Level 1 School Counseling Assessment

Mastery of Guidance Indicators

% with no discipline referrals

% turning in all homework on time

% participating in the “extra help” program

% reading a book not as a class assignment

% enrolling in Algebra in middle school

% enrolling in Core 40 curriculum

% enrolling in the Honors Diploma curriculum

% enrolling in AP courses in high school

% applying for postsecondary education

% taking the SAT or ACT

Level 2 School Counseling Assessment

Targeted Student Choices

Level 3 School Counseling Assessment

Targeted Student Achievement

ALL STUDENTS

% of Students Who

Graduate with Core 40 Diploma

Graduate with Honors Diploma

Earn AP Credit

Pass Algebra in Middle School

Read at Grade Level in 3rd Grade

Pass ISTEP+ Math

Pass ISTEP+ LA

GROUPS OF STUDENTS

% of

Third grade boys who pass ISTEP Language Arts

Free/reduced students who pass Algebra in middle school

African American students who pass Chemistry by the end of 10th grade

PIKE HS

Freshman Passing Algebra I

1991-92 71%

1994-95 85%

INDIAN CREEK HS

% Passing Algebra IPrior to Graduation

1991-92 55%

1994-95 94%

ELKHART CENTRAL HS

African Americans Passing Upper Level English

  91-92 94-95

  9th Grade 50% 84%10th Grade 56% 84%11th Grade 56% 75%12th Grade 26% 69%

Early Transition Schools

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ORGANIZATIONAL STRUCTURE

Steering Team

1. Attend four training sessions (InSAI)

2. Conduct seven meetings with a local School Counseling Advisory Council

3. Submit school counseling portfolio to DOE for the Indiana Gold Star School Counseling Award

Local Advisory Council

1. Attend seven meetings

2. Provide input on program design

3. Provide feedback on implemented activities

4. Serve as “ambassadors” for the school counseling program

IndianaStudent

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InSAIRedesigning School Counseling

REDESIGN PROCESS

School Counseling Redesign Process

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 1

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 2

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 3: Achievement & Choices

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 4: Guidance & Counseling

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 5

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 6

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Meeting 7

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

Post-Meetings

1 Advisory Council

4ProgramPriorities

5Resource

Data

6Resource

Goals

2 VISION

7Student Goals

AchievementStudent Choices

GuidanceCounseling

8Activities

GuidanceCounselingAdvocacy

Management

9Preparation

Guidance LessonsProgram Calendar

Individual CalendarsAnnual Budget

3Student

Data

IndianaStudent

AchievementInstitute

InSAIRedesigning School Counseling

SCHOOL COUNSELING PORTFOLIO

School Counseling Portfolio

TABS

1. Program Foundations2. Student Data / Priorities3. Resources4. Student Goals5. Guidance Activities6. Counseling Activities7. Advocacy Activities8. Management Activities9. Professionalism10. Implementation Plan

REDESIGNINGSCHOOL

COUNSELING

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www.asainstitute.org/schoolcounseling

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