Comprehensive Guidance Program
Student Achievement & Success
Personal/Social Development
Career Development
Academic Development
Guidance Curriculum
Individual Planning
Responsive Services
Systems Support
What prevents me from embracing new ideas?
I am comfortable (amid the chaos)I know this job – it is predictableI know what is expected of me
I have a vision of a stable futureI have a routine
This is just another in a long line of new ideas, to come and go
Motivation For Change
The StickAccountabilityJob In-SecurityMore PressureNon-Specific
Resource
The CarrotA Vision of a Better
WaySeeing that it Can be
DoneAcknowledged
CurriculumMeasurable Results
We have a sales job to do:
We need to sell this program to our administration both at the district level and at the school level
We need to sell this program to ourselves
Using Data to Set Goals for your program
• It improves our programs and the services for students and families• Students benefit from it• You probably already have it• Others are using it• We are accountable
Without Data ….
Absent from School Reform
Peripheral to the Mission and Function of Schools
SchoolCounselor?
Why do we use data?
What others are saying …
“Little evidence exists between the intended effects of counseling activities and the students’ perception of the usefulness of guidance at their schools.”
- Zoe Corwin, AERA, April 2004
“What do counselors do?”
The Old Question was …
The New Question …
With Data …
Key Players in School Reform
Connected to the Mission and Function of Schools
SchoolCounselor?
“How are students different BECAUSE of the school counseling program?“
The New Essential Question:
How Has Student Achievement Increased as a Result of What Counselors Do?
School Counseling Programs are about RESULTS.
The Law of Parsimony
If we work with We reach
Individuals 1-10
Small groups 12-24
Classrooms 30-60
Teachers 100-300
School Climate 1000+
Use Data to Spur Systemic Change School Counselors must be proficient in:
Accessing data Analyzing data Interpreting data Presenting data
School Counselors must use data to: Create urgency for change Change attitudes, policies & practices Point out the system inequities Advocate for system change
Vision Good : Your School’s Vision Better: Your District’s Vision
Best: Counselor Vision for your district
Stephen Covey’s Habit#2:
Begin with the End in mind.
The Cheshire Cat said: “If you don’t know where you’re going, you’ll end up
somewhere else.”
MissionExample: _________ County School
Counselors will provide a school counseling program that will lead
to student excellence in academic, career awareness, and
social/personal development through working with students, parents, teachers, and others in
the community.
Student – Achievement Data Standardized Test Data (Achievement, State, National) GPA
By Gender, Ethnicity, SES Grade Point Averages Student Surveys Special Education
By Gender, Ethnicity, SES Drop-Out Rates
By Grade Levels, Reasons Why, Gender, Ethnicity, SES Graduation Rates
By Gender, Ethnicity, SES Retention Rate
By Subject Area, Grade Level, Gender, Ethnicity, SES SRI (Scholastic Reading Inventory) Cascade Testing Local School Testing
Achievement-Related Data Discipline referrals Suspension Rates Discipline
By classroom/grade level Types of problems Gender
Anecdotal records/notes Attendance rates
Absences Tardies By Grade Level
Parent involvement Service Learning Community Involvement Extracurricular activities Homework completion rates
Standards and Competency – Related Data Directly reflect the outcomes of the school counseling
program These data indicate that as a result of the school
counselor’s activity or lesson, students were able to demonstrate through knowledge, skill, attitude shift or completion of task that they have achieved that specific competency.
Connects back to social skills and academic skills being intimately connected.
Percentage of students who demonstrate: Knowledge of study skills and how to use an
academic planner Skill to set goals Belief (attitude) in importance of an education
LINK TO STRATEGIC PLAN
Goal 1:
High Student
Performance
Guidance Comprehensive PlanHelp students develop transferable skills to
facilitate changes throughout lifeAssist students in developing healthy self-concepts,
awareness, and a sense of responsibility Provide opportunities for growth in study skills, test
taking skills, and organizational skills Provide opportunities for growth in time and stress
management Implement processes to promote students?
maximum academic achievement, to maintain consistent attendance, and to reduce the risk of failure
Enhance the skills of others in the school community to work collaboratively
Promote placement of students in challenging educational programs which maximize their academic preparation and prepare them for postsecondary opportunities
Assist all stakeholders in interpreting and understanding individual and school test data
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO DISTRICT STRATEGIC PLAN
Goal 2:
High Quality Teaching and
Administration
Guidance Comprehensive Plan
Facilitate recognition of student and staff accomplishments
Support staff in maintaining an environment conducive to learning
Focus on prevention strategies and offer intervention activities that equip students to deal successfully with developmental issues
Promote the development of positive self concept and high expectations for achievement, behavior, and attendance.
Improve student achievement overall and in student demographic groups
Increase access to the rigorous curriculum for all students, including high-level courses
Assure full implementation of the Individual Learning Plan
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO DISTRICT STRATEGIC PLAN
Goal 3:Strong and Supportive
Environment for Each and Every Child
Guidance Comprehensive PlanPromote wellness and healthy
lifestyles. Provide support, prevention,
intervention programs and activities for the promotion of safe and healthy lifestyles
Promote student awareness of positive interpersonal skills
Assist in the development of conflict management strategies
Foster respect and appreciation for individual and cultural differences
Increase the number of productive parent volunteer hours
Increase parent involvement in Individual Learning Plans (ILPs)
Increase literacy and parenting skills of parents in the lowest level of adult literacy
*For purposes of this presentation, I have used the Kentucky Strategic Plan. You should use your district and/or local school plan.
LINK TO STRATEGIC PLAN*
Goal 4:
Personal/Social
Guidance Comprehensive Plan
Assist in the identification of children with special needs
Provide parenting workshops, seminars, and consultations
Serve as liaison to community services and support full service school initiatives
Facilitate transitions from preschool programs to kindergarten; primary to intermediate; elementary to middle school
Provide parents with information regarding their child’s future educational goals
LINK TO DISTRICT STRATEGIC PLAN
Goal 5:Career
Guidance Comprehensive Plan
Assist students and their families in career, secondary, and postsecondary planning
Equip students and parents with problem solving and decision-making skills
Facilitate school-to-school and school-to-work transitions
Comprehensive School Counseling Program Delivery of Services
Elementary LevelGuidance CurriculumProvides developmental, comprehensive guidance program content in a systemic way to all students in order to build the culture and climate of the school
Responsive ServicesAddresses students’ immediate concerns in order to address the needs of the whole child
Individual Student Planning Assists students and parents in development of academic and career plans in order to address the needs of the whole child
System SupportIncludes program, staff, and school support activities and service that collaborate to build the climate and culture of the school
Purpose: Student awareness, skill development, and application of skills needed in everyday life
Purpose: Prevention and intervention
Purpose: Individual student academic planning, decision-making, goal setting, and preparing for academic transitions
Purpose: Program delivery and support
Counselor Role: Guidance curriculum implementationStructured groupsConsultationCoordinate Community Resources
Counselor Role:Individual counselingSmall group counselingReferralConsultationCrisis CounselingHome Visits
Counselor Role:AssessmentPlanningPlacementConsultationCoordinate & Chair SBARC Meetings
Counselor Role:Prof. Dev. Develop and manage programsCoordinationDevelop relationships and partnershipsConsultationData Analysis
Comprehensive School Counseling Program Delivery of Services
Elementary LevelAcademicGuidance lesson on study/organizational skills, etc.Guidance lesson on test-taking skills
AcademicPortfolio mentoringOrganize/implement SST TeamParent/student conference on academic concerns
AcademicMonitor IEP for accommodation implementationSBARC meetingsHold parent meetings on test-taking and explain resultsClass SchedulingAdvanced placement meeting
AcademicILT memberMonthly counselor leadership meetingsAssist in analyzing student dataCollaborate to organize celebrations/ recognitionsWork on student records
“Close the Gap”Classroom guidance on Character Education, goal setting, etc.School-wide attendance incentive program
“Close the Gap”Small group – organization, attendance, study skillsParent/student conferencesDevelop/provide a student intervention packet for teachers
“Close the Gap”Assist in appropriate ECE placements and programming – SBARC’sChair SST Team meetingGive AP test/process resultsWrite/facilitate student transition plans (early childhood)
“Close the Gap”Organize and facilitate testing proceduresStaff training on CATSCollaborate to provide student recognition programsStaff training on CATSProvide staff SST training
Comprehensive School Counseling Program Delivery of Services
Elementary LevelPersonal/SocialImplement a school-wide Character Education programImplement a school-wide cultural awareness programClassroom guidance on Decision-making, Anger management, BullyingOrganize speakers on safe behaviors (not smoking, drinking, etc.)Guidance lesson on bus safetyDrug Awareness lessons/initiativesFacilitate service and humanitarian projects
Personal/SocialFacilitate small groups on anger management, grief, etc.Assist teachers in formulating behavior contractsConduct an incentive group on attendanceIndividual student conferences on low self-esteem, family concerns, friend issues, etc.Good bus behavior student contractsPOPS collaborationMediation of student conflicts
Personal/SocialParent/student conference on school choiceParent conferences to plan ehavior/crisis plansConduct SIT meetings on students with behavior concernsReferrals to community and district support agenciesAssist in writing of FBA’s and BIP’s
Personal/SocialStaff PD on parent/teacher conferencing, classroom/school behavior management, community resourcesStudent/parent newslettersAnalyze student workCollaborate on scrimmage testsOpen House Collect data on “novice” students (behavior, attendance, etc) to make intervention plansCollaborate on school-wide student management plan
Comprehensive School Counseling Program Delivery of Services
Elementary LevelCareerSchedule career speakersClassroom guidance – careersCollaborate to use technology to access career info (4th & 5th grade)
CareerSmall group – Girl Power, Girls on the Run, College Bound
Parent/student conference on career
concerns
CareerArrange school visits (middle)
Personal/SocialCollaborate to organize/implement the Student Behavior Response TeamCollect/organize data on student behaviorMember of the climate/culture/discipline committeeCollaborate to plan/facilitate school/class celebrations/events.Chaperone/attend after school eventsStudent/parent newsletters
Developmental Guidance CurriculumMonth:
Word(s) of the Month Concepts CommunityResource(s)
Core Content Standard
Aug. Prepare
Counselor
* Getting ready for the year* Collecting records and organizing for teachers* Meet the Counselor* Guidance Expectations* Jobs the School Counselor Performs
Sept. Respect(Personal/Social Domain: Character Ed. Focus*)
* Self-Respect* Respect for Others* Respect for Authority* Respect for Property
7 & 8
Oct. Citizenship(Personal/Social Domain: Character Ed. Focus*)
Substance Use & Abuse/Red Ribbon Week(Personal/Social Domain: Character Ed. Focus*)
* Cooperation* Civility* Courtesy* Tolerance/Acceptance* Drug Misuse/Abuse* Strategies for Saying No to Drugs
MADDDARE
7 & 8
9
Nov. Caring and Sharing(Personal/Social Domain: Character Ed. Focus*)
* Kindness* Generosity* Appreciative/ Grateful
7 & 8
Dec. Compassion (K-4)(Personal/Social Domain: Character Ed. Focus*)
Middle School Info. (5th)
* Empathy* Helpful* Altruism
7 & 8
Developmental Guidance CurriculumMonth:
Word(s) of the Month Concepts CommunityResource(s)
Core Content Standard
Jan. Responsibility/ Self-Discipline(Personal/Social Domain: Character Ed. Focus*)
* Dependable* School Responsibilities- Listening to Learn* Responsibility for Actions* Self-Control* Good Judgment* Self-Reliance
7 & 8
Feb. Honesty/Trustworthiness(Personal/Social Domain: Character Ed. Focus*)
* Truthful* Sincere* Integrity* Loyalty
7 & 8
Mar. Study Skills: Taking Tests Successfully (3-5)(Academic Domain)
Fairness/Cooperation (K-2)(Personal/Social Domain: Character Ed. Focus*)
* Overcoming Test Anxiety* Making Educated Guesses* Following Directions* Teamwork* Positive Attitude* Compromise
1 & 8
Apr. Perseverance/Life Skills(Personal/Social Domain: Character Ed. Focus*)
Careers(Career Domain)
* Persistence*Learning from mistakes* Making Good Decisions*Workplace Skills* Job Interests* ILP
Various-Speakers Bureau
Career Matchmaker
9
4
May TESTING
Contact Information:
Dr. Susan R. Rose (502) 468 – 1480 [email protected]
REFERENCES Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance
program. Alexandria, VA: American Counseling Association. Gysbers, N.C., & Henderson, P. (Eds.) (1997). Comprehensive Guidance Programs That Work-
II. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Henderson, P., & Gysbers, N.C. (1998). Leading & managing your school guidance program
staff. Alexandria, VA: American Counseling Association. Henderson, P., & Gysbers, N.C. (Eds.)(2002). Implementing Comprehensive Guidance
Programs: Critical Issues and Successful Responses. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.