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Meghan Corkill, Gabrielle Feldman & Grace VargheseSpring, 2013
Ensure the highest achievement for every student in meeting academic expectations that exceed standards, learning 21st century skills, and developing social and cultural proficiency. Promote life-long learning, ethical leadership, and active citizenship in concert with every member of our community.
Foundation
To implement a comprehensive developmental program in order to provide the skills necessary for the highest achievement for all students.
To ensure that students learn 21st century skills and develop social and cultural proficiency.
Students will be provided with the tools and skills necessary to enhance their academic, social/personal, and college/career skills.
This school counseling program will strive to meet the needs of all stakeholders involved including: students, parents, teachers, administration, and community members.
Foundation
School guidance may be viewed as an educational philosophy as well as a defined program of services. As a philosophy, guidance is founded on the belief that each student possesses intrinsic worth and specific rights. Each student is capable of personal growth and self-direction. As a program of services, guidance is preventive, developmental, and remedial in nature. Preventative guidance services defines appropriate developmental needs through a planned sequential program of individual, group and classroom activities. Developmental guidance services look toward meeting the needs of all students and developing positive attitudes/skills in the areas of self-awareness, interpersonal relations, educational awareness/decision making, and career awareness/goal setting and decision making. The remedial aspect of the program ensures the provision of services that respond to immediate needs and concerns of students whether these concerns involve information, counseling, consultation, crisis intervention or referral. It is collaborative in nature and depends on the continuing support of school staff, students and parents.
The goal is to help all students
Foundation
All students are served, with opportunities provided for all students in all grades.
The curriculum is developed and delivered by counselors, faculty, and community.
Counselors’ time is calendared among the components of the comprehensive school counseling program.
Parents are involved and the community helps deliver services.
The curriculum is standards-based and competency-driven.
Foundation
Needs AssessmentsManagement Agreements Advisory CouncilsAction PlansCalendarsUse of Time Assessments
Program Management
Survey:Introduction will ask respondents to help counseling department plan for the future to develop priorities for all students
Program Management
Survey: 3 areas will be asked about:
▪ Academics▪ Career/Vocational/College▪ Personal/Social
Respondents will be asked to rate on a 5 point scale priority/importance of possible future programs as well as asking about current programs offered
Program Management
Survey administered to: Students Parents Teachers Administration Other stakeholders as deemed appropriate
Mailed and On-line versions Reminders sent out via email
Program Management
School counselors Teachers Administrators School psychologists School social workers Clerical staff Clubs Parents Volunteers Business partners Colleges and universities
Program Management
All of these stakeholders
can get involved to help
improve and strengthen
our school.
Goal: Improve attendance rateObjective: Attendance rate will increase 3% by the end
of the yearAction: Counselors will implement a weekly incentive
raffle
_____________________________________________
Goal: Improve reading scores for LEP studentsObjective: Reading scores will improve by 2% by the
end of the yearAction: Invite LEP students to join the Becoming a
Better Student groupManagement Systems
Goal: Decrease stress among the freshmanObjective: 95% participation in the school counseling core
curriculum for stress managementAction: Implement the school counseling core curriculum and
offer make-up sessions for absent students_______________________________________________Goal: Increase the amount of students attending post-
secondary schoolsObjective: 60% of students at will attend a post-secondary
schoolAction: Implement the school counseling core curriculum for
goal setting and life after high school and offer make-up sessions for absent students. Conduct individualized planning for college and future plans.
Management Systems
Current Time Spent: 5% of time in the classroom 70% of time with individual planning 15% of time with responsive services 10% of time with system support
In order to achieve the results planned, the school counseling team will spend: 15-25 % of time in the classroom 25-35 % of time with individual planning 25-35% of time with responsive services 15-20 % of time with system support
Management Systems
August:Freshmen OrientationFreshmen Activities NightSIP: Discuss Counseling Curriculum
September:Open HouseSophomore Practice PLAN testIntroduce Freshmen Counseling Core CurriculumIntroduce Senior Individual Planning
October:Parent/Teacher ConferencesIntroduce Sophomore Counseling Core CurriculumCollege Night/College SpeakersFAFSA Workshop
November:Introduce Junior Counseling Core CurriculumAll Senior Individual Planning Complete
December:End of the Semester NewsletterFinals
January:Introduce Anger Management GroupDiscuss Plan Scores From Last Year with Juniors
Management Systems
February:Introduce Becoming a Better Student GroupQuestion and Answer Panel on Testing
March:Parent/Teacher ConferenceWork with students about class choices for next year
April:PSAE TestPlan Test
May:Senior Exit SurveysAssess year one of the comprehensive developmental school counseling program
Management Systems
Management activities that establish, maintain, and enhance the total school counseling program. These activities include professional development, collaboration with staff, and consultation with teachers, parents, and other staff members.
Professional School Counselors: Provide appropriate information to staff related to the
comprehensive school counseling program. Assist teachers, parents/guardians, and other stakeholders in
interpreting and understanding student data. Participate in professional development activities to improve
knowledge and skills. Use available technology resources to enhance the school
counseling program. Adhere to laws, policies, procedures, and ethical standards of the
school counseling profession.
Management Systems
Delivery of a comprehensive school counseling program: School Counseling Core Curriculum Individual Student Planning Responsive Services Systems Support
Focuses on the 3 Domains: Academic College/Career Personal/Social
Delivery
Delivery
High School
30%25%
30%15%
Individual PlanningIndividual Planning
Responsive ServicesResponsive Services
System SupportSystem Support
School Counseling School Counseling CurriculumCurriculum
Individual PlanningIndividual Planning
Responsive ServicesResponsive Services
System SupportSystem Support
School Counseling School Counseling CurriculumCurriculum
Delivery
Assists students in planning, monitoring, and managing their
personal and career development.
Assists students in planning, monitoring, and managing their
personal and career development.
Purpose:
Student educational and
career planning
Decision making
Goal setting
Purpose:
Student educational and
career planning
Decision making
Goal setting
Delivery
Assessment
Advisement
Transition Planning
Accommodations
Delivery
Addresses the immediate concerns of students.Addresses the immediate concerns of students.
Purpose:
Prevention
Intervention
Purpose:
Prevention
Intervention
Delivery
Individual Counseling Sessions
Small Group Facilitation
Crisis Response
Peer Facilitation
Coordination, Consultation, Referral and Outreach with Community
Agencies
Delivery
Rationale According to teachers surveyed in the high school, anger management is
one of the top issues they wish to be addressed by school counselors. A small group will invite students to discuss their feelings in a safe environment, as well as learn acceptable and appropriate actions to display in place of these problematic behaviors.
Objectives: Help students explore their anger and potential causes of it. Give students the tools to better manage their anger and related emotions. Learn healthy coping skills.
Procedures: Ask teachers and coaches to refer students that they believe are in need of
an anger management counseling group. Set up meetings with potential group members to interview them and see if
the group would be a good fit for them. Put up flyers, or have teachers make announcements about the group for
anyone who is interested. Once all of the members have been selected, have the group meet in a
quiet location where confidentiality can be maintained such as a small, empty classroom or the conference room in the principal’s office. The group will run for 9 weeks.
Responsive Services
Rationale: According to teachers surveyed in the high school as well as parents, time
management and study skills are also issues they wish to be addressed by the school counselors. A small group of students will be invited to discuss techniques and strategies for becoming a better and more efficient student.
Objectives: Help students learn or improve study skills. Give students the tools to better manage their time. Help students learn organizational techniques that will allow them to stay on
top of their schoolwork.
Procedures: Ask teachers and coaches to refer students that they believe are in need of
study skills and time management improvements. Set up meetings with potential group members to interview them and see if
the group would be a good fit for them. Put up flyers, or have teachers make announcements about the group for
anyone who is interested. Once all of the members selected, have the group meet in a quiet location
where confidentiality can be maintained, such as a small, empty classroom or the conference room in the principal’s office. The group will run for 8 weeks.
Responsive Services
DivorceDivorce
LossLoss
SuicideSuicide
Drug/AlcoholDrug/AlcoholUse or AbuseUse or Abuse
CopingCoping
Family IssuesFamily Issues
DepressionDepression
AbuseAbuse
Delivery
Public Relations
Community and Parent Involvement
Staff Development
Professional Development
Collaboration and Teaming
Program and Information
Management Services
Delivery
School Counseling Core Curriculum is a tool counselors can use to deliver content standards to every student in an efficient way.
Students: These lessons are based on the needs assessments of the school and
can be delivered in line with a teacher’s curriculum and standards. They can be adapted to and delivered in a multitude of formats and locations including: a classroom, within small groups, interdisciplinary curriculum development, and parent workshops.
In the classroom, counselors can deliver a lesson or team-teach with the classroom teacher, in the career center, or within other facilities of the school.
In interdisciplinary teams, counselors can collaborate with other staff to enhance curriculum and develop core curriculum that falls in line with classroom units. Group activities can be held outside the classroom that addresses students’ needs or interests.
Parent workshops: Held during or after the school day that address parental and
community needs that coincide with the counseling curriculum.Delivery
Developmentally appropriate
Planned throughout the year
Utilizing up to date statistics and data collected
from the school to make appropriate changes
Implemented by a Credentialed School
Counselor
CAREERCAREER PERSONALPERSONALSOCIALSOCIAL
ACADEMICACADEMIC
Career AwarenessSelf-knowledge and Self-management
Goal Setting
Career
ExplorationCultural Competence Study Skills
Career Preparation and Planning
Communication SkillsAcademic Support
Career Management and Lifelong Learning
Character EducationTransition
Delivery
Transitioning to High SchoolTest Taking SkillsStudy SkillsTime ManagementCareer/College Exploration
Delivery
Goal: Freshmen students will learn effective methods of how to deal with stress
related to transitioning into high school. They will acquire skills that they can successfully implement throughout their high school career.
Objectives: The learner will be able to give instruction on how to self-manage and
cope with stress. The learner will be able to teach students the benefits of stress
management, and give them useful tools to incorporate these skills into their lives.
ASCA Standard:Personal/Social Standard B. Students will make decisions, set goals, and take necessary
action to achieve goals.
Delivery
Stress Management Individual Student PlanningGoal SettingPreparation For Life After High
SchoolCollege/Career Planning 101
Delivery
Goal: Students will realize the importance of goal setting, and how to assess,
establish and create obtainable goals. They will learn how to evaluate failures and how learning from disappointments brings success, increases confidence, and self-esteem.
Objectives: The learner will be able to create meaningful and obtainable goals. The learner will establish a plan as to how desired goals will be achieved.
ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation
essential to choose from a wide range of post-secondary options, including college.
Personal/Social Standard A. Acquire self-knowledge
Delivery
Continued Goal SettingPlans For Post GraduationCollege/Career Planning – next stepsApplying To College
Delivery
Goal: To inform students and parents about opportunities after high school
which include but are not limited to: different types of colleges including vocational-technical colleges, community/junior colleges, four-year colleges and universities, and private training institutions, as well as alternative options like such as the military, studying abroad, or volunteering and working in organizations such as the Peace corps or AmeriCorps.
Objectives: The learners will be better informed of the requirements needed to attend
different types of institutions. Speakers will highlight the academic environment in each type of post-
secondary options including: career resources and possible outcomes, major selection process, and extra-curricular opportunities.
ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation
essential to choose from a wide range of substantial post-secondary options, including college.
Delivery
Continued Goal SettingPlans For Post GraduationCollege/Career Planning-next steps
Transition From High School
Goal: Junior and senior students will learn information regarding the college
process including: questions to ask themselves prior to narrowing down a list, a timeline for the college process beginning in 9th grade through the time the student makes a final college decision. They will gain an understanding of all aspects related to the college decision-making process.
Objectives: The learner will have a better understanding of how to navigate the college
process beginning in the 9th grade. The learner will better understand components related to identifying a
college or university that matches their interests, academic goals, and personal and social development.
The learner will better understand the steps needed to attend college as an undocumented student.
ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation
essential to choose from a wide range of substantial post-secondary options, including college.
Delivery
We will use the following tools to ensure and evaluate our success:
Results ReportSchool Counselor Performance
StandardsProgram Audit
Accountability
Grade Level
Lesson Content
ASCA Standard
# Guidance Lessons Delivered
Start and End Dates
Process Data (Number of Students affected)
Perception Data (Pre and Post test competency attainment)
Results Data (How did student change as a result of data)
Implications
Accountability: Results Report
Palmer & Erford (2012) conducted a study to determine whether the ASCA National Model predicted student outcomes.
Two public school districts in Maryland were selected.
Results indicated that as program implementation at the high school level increased, so did attendance and graduation rates.
Accountability
A fully implemented comprehensive school counseling program includes:A fully implemented comprehensive school counseling program includes:
4 Components: School Counseling Curriculum,
Individual Planning, Responsive Services, and
System Support
Standards-based
A student development focus
Delivery by all for all
Community owned and supported
Palmer, L., & Erford, B. T. (2012). Predicting student outcome measures using the ASCA national model program audit. The Professional Counselor, 2(2), 152-159. Retrieved fromhttp://tpcjournal.nbcc.org/wp-content/uploads/2012/09predicting-student-outcome_Palmer-Manuscript_p152-159.pdf
Schaefer, S. & Schumer, A (2012). Round Lake Senior High School Comprehensive Developmental School Counseling Model . Presented, 2012.