The Wisconsin Comprehensive School Counseling Program Model

The Wisconsin The Wisconsin Comprehensive School Comprehensive School

Counseling ProgramCounseling Program

ModelModel

WI Department of Public InstructionWI Department of Public InstructionP.O. Box 7841P.O. Box 7841Madison, WI 53707-7841Madison, WI 53707-7841phone:phone: 608-266-2820608-266-2820fax:fax: 608-266-3643608-266-3643

http://www.dpi.wisconsin.gov/sspw/counsl1.html

Judith KuseJudith KuseConsultant - School Counseling ProgramsConsultant - School Counseling Programs

What do counselors do?

vs.

How are students different because

of the school counseling program?

Wong [2002]

What do counselors do?

vs.

How are students different because

of the school counseling program?

Wong [2002]

Pair and SharePair and Share

What changes have you seen in the school What changes have you seen in the school counseling program in your district over the counseling program in your district over the past two—three years? Identify two changes past two—three years? Identify two changes and explain them to your partner.and explain them to your partner.

Comprehensive School Comprehensive School Counseling ProgramsCounseling Programs

are based uponare based upon

National School Counseling National School Counseling

StandardsStandards ASCA National ModelASCA National Model Wisconsin Developmental Wisconsin Developmental

Guidance ModelGuidance Model

The GOAL is to help The GOAL is to help allall students: students:

Learn about

self

Learn about

self

Learn about the

world around them

Learn about the

world around them

And makemeaningful connections

between the two

And makemeaningful connections

between the two

Outcomes include:Outcomes include: Increased student achievement K-12. Increased student achievement K-12. Increased collaboration among parents, Increased collaboration among parents,

community and school.community and school. Increased post secondary school Increased post secondary school

enrollments.enrollments. Decreased discipline problems and Decreased discipline problems and

dropout rate.dropout rate. Decreased last minute schedule Decreased last minute schedule

changes.changes.

Research on Counseling EffectivenessResearch on Counseling Effectiveness School Counseling in the Elementary

School–Impact on Academic Achievement Hadley [1988] – Elementary guidance activities Hadley [1988] – Elementary guidance activities

have a positive impact on student academic have a positive impact on student academic achievementachievement

Borders & Drury [1992] – School counseling Borders & Drury [1992] – School counseling interventions have a substantial impact on student interventions have a substantial impact on student educational development and improved school educational development and improved school attendanceattendance

Boutwell & Myrick [1992] – Counseling Boutwell & Myrick [1992] – Counseling programming focused on school success and programming focused on school success and behaviors related to achievement: 83% showed behaviors related to achievement: 83% showed academic improvement and 76% of those failing academic improvement and 76% of those failing improved and passed classesimproved and passed classes

School Counseling in the Elementary School– Impact on Academic Achievement

Lee [1993] – Counselors have a positive impact on Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement student achievement in Math with some improvement in Lang Arts.in Lang Arts.

Mullis & Otwell [1997] – Counselors can assist Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic teachers in helping improve student academic performanceperformance

Sink & Stroh [2003] – Schools with comprehensive Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher school counseling programs produced higher achievement test scoresachievement test scores

Research on Counseling EffectivenessResearch on Counseling Effectiveness

School Counseling in the Middle School– Impact on Academic Achievement

Gerler & Kinney [1985] – Underachieving students who Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math received counseling services improved significantly in Math and Lang Artsand Lang Arts

Watts & Thomas [1997] – Counselors do impact students Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in academic performance including significant improvement in Lang ArtsLang Arts

Tobias & Myrick [1999] – Counselors demonstrated they Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendancecould help students improve school grades and attendance

McElroy [2000] – Counselors directly support the schools McElroy [2000] – Counselors directly support the schools academic missionacademic mission

Lapan, Gysbers & Petroski [2001]– Schools implementing Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have a comprehensive school counseling program have students earning higher gradesstudents earning higher grades


School Counseling in the High School– Impact on Academic Achievement

Myrick [1987] – Developmentally-based programs Myrick [1987] – Developmentally-based programs promote student development and academic success.promote student development and academic success.

Borders & Drury [1992] – Effective school counseling Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student programs have a substantial impact on student educational development and improved attendance.educational development and improved attendance.

Lapan, Gysbers & Sun [1997] – Schools with more fully Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling implemented comprehensive school counseling programs had students earning higher grades; more programs had students earning higher grades; more career and college information available; students better career and college information available; students better prepared for the future; more positive school climate; prepared for the future; more positive school climate; counselors promoting the school’s educational goals.counselors promoting the school’s educational goals.


School Counseling in the High School– Impact on Academic Achievement

Nelson, Gardner & Fox [1998] – Schools with more fully Nelson, Gardner & Fox [1998] – Schools with more fully implemented comprehensive school counseling programs implemented comprehensive school counseling programs had students who took more advanced math and science had students who took more advanced math and science courses; took more vocational/technical courses; had higher courses; took more vocational/technical courses; had higher ACT scores on every scale of the test.ACT scores on every scale of the test.

Mau, Hitchcock & Calvert [1998] - Counselors influence Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher students futures by encouraging them to have higher expectations; student self-expectations increased over time.expectations; student self-expectations increased over time.

Kaufman, Klein & Frase [1999] – Counseling services are Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs.one of the key elements in dropout prevention programs.

Schlossberg & Morris [2001] – Counselor led developmental Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the guidance units help assist students in coping with the overwhelming transition to high school.overwhelming transition to high school.


Requires a new view of counseling in schools!

Includes all studentsIncludes all students Curriculum-drivenCurriculum-driven Calendared timeCalendared time Delivered collaboratively Delivered collaboratively

by counselors, faculty, by counselors, faculty,

parents, and community parents, and community

membersmembers Owned and supported by Owned and supported by

the communitythe community

Emphasis on at-risk Emphasis on at-risk

studentsstudents Crisis-drivenCrisis-driven ““On call” approach to use On call” approach to use

of timeof time Delivered only by Delivered only by

counselorscounselors Owned by counseling Owned by counseling

staff onlystaff only

FROM:FROM:FROM:FROM: TO:TO:TO:TO:

Underlying PrinciplesUnderlying Principles

All students are served and opportunities are All students are served and opportunities are provided for all grades K-12.provided for all grades K-12.

The curriculum is developed and delivered by The curriculum is developed and delivered by counselors, faculty, and community.counselors, faculty, and community.

Counselors’ time is calendared among the four Counselors’ time is calendared among the four components of the comprehensive school components of the comprehensive school counseling program.counseling program.

Parents are involved and the community helps Parents are involved and the community helps deliver services.deliver services.

The curriculum is standards-based and The curriculum is standards-based and competency- driven. competency- driven.

National School CounselingNational School CounselingStandardsStandards

Personal/Social DomainPersonal/Social Domain

Students understand themselves and Students understand themselves and others.others.

Career DomainCareer Domain

Students engage in educational/career Students engage in educational/career planning.planning.

Academic DomainAcademic Domain

Students develop lifelong learning Students develop lifelong learning skills.skills.

Wisconsin Model Academic Standards for School Counseling

Wisconsin Model Academic Standards for School Counseling

School Counseling As a ProgramSchool Counseling As a ProgramComprehensive School Counseling Program

Frameworks StructuralComponents

Program Components

Resources

Standards

Benchmarks

Critical Knowledge(Competencies)

Definition

Assumptions

Rationale

School CounselingCurriculum

Structured GroupsClassroom Presentations

Individual PlanningAdvisementsAssessment

Transition Planning

Responsive ServicesIndividual Counseling

Group CounselingConsultation

Referral

Support ServicesManagement Activities

ConsultationCommunity Outreach

Public RelationsParent Involvement

Professional Development

Personnel

Facilities

Financial

Content ResourcesOrganizational

Structure, Activities and Time

4 Program Components4 Program Components

School Counseling CurriculumSchool Counseling Curriculum

Individual PlanningIndividual Planning

Responsive ServicesResponsive Services System SupportSystem Support

Pair and SharePair and Share

Estimate the percentage of time school Estimate the percentage of time school counselors spend on each of the four counselors spend on each of the four components at either the elementary, middle, components at either the elementary, middle, or high school level in your district. Share or high school level in your district. Share your estimate with a partner near you.your estimate with a partner near you.

CalendaringCalendaring

•Program activities are calendared and the program starts on the first day of school and ends on the last day of School.

•A counselor time usage plan is followed.

•The time usage plan is focused on the developmental needs of all students.

Elementary

15%

40%

10%

35%

High School

30%25%

30%15%

School Counseling School Counseling CurriculumCurriculum


Responsive ServicesResponsive Services

System SupportSystem Support





Middle School

15%

35% 20%

30%

Suggested Distribution of School Counselor Time

Suggested Distribution of School Counselor Time

Program Component:Program Component:School Counseling CurriculumSchool Counseling Curriculum

Provides school counseling content in a systematic way to all students K-12.

Provides school counseling content in a systematic way to all students K-12.

Purpose:

Student awareness, skill

development, and

application of skills

needed in everyday life

Purpose:

Student awareness, skill

development, and

application of skills

needed in everyday life


CareerCareer

“ “All Work is Noble”All Work is Noble”

Personal/SocialPersonal/Social “ “ Character is Essential”Character is Essential”

AcademicAcademic

“ “Learning is Lifelong”Learning is Lifelong”

Curriculum TopicsCurriculum Topics

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

Character education Character education

Anger management Anger management

Social skills Social skills

Conflict resolution Conflict resolution

Developmental assetsDevelopmental assets

Career explorationCareer exploration

Elementary SchoolElementary School

Curriculum: Curriculum: Through the Stages...Through the Stages...

35% School Counseling

Curriculum

10%40%

15%

Curriculum: Curriculum: through the stages...through the stages...

Identify career clustersIdentify career clusters Explore the relation between Explore the relation between

classes and career/career classes and career/career

preparationpreparation Research careers of interestResearch careers of interest Develop an individual learning planDevelop an individual learning plan Begin a career portfolioBegin a career portfolio

30%School

Counseling Curriculum20%

35%

15%

Middle SchoolMiddle School

Curriculum: Curriculum: through the stages...through the stages...

Develop cultural literacyDevelop cultural literacy

Explore careers and post-secondary Explore careers and post-secondary

training or education options training or education options

Identify learning styles and effective Identify learning styles and effective

study skillsstudy skills

Create a resumeCreate a resume

Generate a transition planGenerate a transition plan

10%School

Counseling Curriculum35%

20%

35%

High SchoolHigh School

Program Component: Program Component: Individual PlanningIndividual Planning

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, and

goal setting

Purpose:

Student educational

and career planning,

decision making, and

goal setting


AssessmentAssessment

AdvisementAdvisement

Transition PlanningTransition Planning

AccommodationsAccommodations


Student, parent,Student, parent,and counselorand counselorconferencing…conferencing…““putting the pieces together.”putting the pieces together.”


Accommodation PlansAccommodation Plans

Home/School PlansHome/School Plans

Behavioral ContractsBehavioral Contracts

Transition PlansTransition Plans

35%

10%

Individual

Planning

40%

15%


Hopes and dreamsHopes and dreams Individual Learning PlanIndividual Learning Plan Co-curricular, extra-Co-curricular, extra-

curricular, volunteer and curricular, volunteer and

community involvementcommunity involvement

Student Education Student Education Career Planning Career Planning ConferenceConference


15%

20% IndividualPlanning

30%35%

Review portfolio Review portfolio

Review transcriptReview transcript

Review class schedule and Review class schedule and

attendanceattendance

Review post-secondary and Review post-secondary and

funding optionsfunding options

Multiple Intelligences

Career Booklets

Learning Styles

PLAN Test

PSAT/ASVAB

Individual Learning Plan

Student Education Student Education Career Planning Career Planning ConferenceConference


10%

35%IndividualPlanning

20%

35%

Program Component: Program Component: Responsive ServicesResponsive Services

Addresses the immediate concerns of students.Addresses the immediate concerns of students.

Purpose:

Prevention and Intervention

Purpose:

Prevention and Intervention


Individual Counseling SessionsIndividual Counseling Sessions

Support Group FacilitationSupport Group Facilitation

Crisis ResponseCrisis Response

Coordination, referral and outreach with Coordination, referral and outreach with

community agenciescommunity agencies



Time Allocation

Time Allocation


15%

30%

20%

35%Responsive

ServicesElementary SchoolElementary School

40%Responsive

Services

15%

10%

35%

15%

25%

30%Responsive

Services

30%

Issues that CounselorsIssues that CounselorsRespond toRespond to

DivorceDivorce

LossLoss

SuicideSuicide

Drug/AlcoholDrug/AlcoholUse or AbuseUse or Abuse

CopingCoping

Family IssuesFamily Issues

DepressionDepression

AbuseAbuse

Program Component: Program Component: System SupportSystem Support

Includes program support activities.Includes program support activities.

Purpose:

Program delivery

and support

Purpose:

Program delivery

and support


Public RelationsPublic Relations

Community and Parent InvolvementCommunity and Parent Involvement

Staff DevelopmentStaff Development

Professional DevelopmentProfessional Development

Information Management ServicesInformation Management Services

40%

15%SystemSupport

10%

35%

20%

35%30%

10%SystemSupport

25%

30%

30%

15%SystemSupport

Time AllocationTime Allocation





WCSCPM ConnectionsWCSCPM Connections

Delivered By AllDelivered By All Counselor’s RoleCounselor’s Role: : To lead, facilitate, and provide direct To lead, facilitate, and provide direct

services.services.

Others’ RolesOthers’ Roles: : Other pupil services professionals may Other pupil services professionals may

provide services; teachers may deliver curriculum; provide services; teachers may deliver curriculum;

community partners may provide advisement and/or community partners may provide advisement and/or

resources.resources.

Delivered By All for AllDelivered By All for All

Local SchoolAdministratorsLocal School

Administrators

School To Work Coordinators

School To Work Coordinators

Post Secondary

Personnel

Post Secondary

PersonnelCommunity/

SchoolLiaison

Community/SchoolLiaison

EmployersEmployers

Classroom Teachers

Support Staff

Classroom Teachers

Support Staff

Community VolunteersCommunity Volunteers

School Counselors

School Counselors

Pupil Services

Personnel

Pupil Services

Personnel

In SummaryIn SummaryA fully implemented comprehensive school counseling program includes:A fully implemented comprehensive school counseling program includes:

A program orientation vs. a position orientation.A program orientation vs. a position orientation.

4 Components: School Counseling Curriculum, Individual 4 Components: School Counseling Curriculum, Individual

Planning, Responsive Services, and System Support.Planning, Responsive Services, and System Support.

Standards-based.Standards-based.

A student development focus.A student development focus.

Delivery Delivery byby all all forfor all. all.

Community owned and supported.Community owned and supported.

Documents

The Wisconsin Comprehensive School Counseling Program Model