REDESIGNING InSAI SCHOOL COUNSELING Review and Revise GOALS Indiana Student Achievement Institute InSAI REDESIGNING SCHOOL COUNSELING Review and Revise GOALS www.asainstitute.org/schoolcounseling

Meeting 2 ACTION 1 Advisory Council 2 VISION 6 Resource Goals 5 Data 4 Program Priorities 3 Student Data 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION

PROGRAM GOALS ACHIEVEMENT STUDENT CHOICES GUIDANCE COUNSELING Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are Academic Development Career Development Citizenship Development Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

ACHIEVEMENT Sound Student Choices RAISING ACHIEVEMENT Knowledge & Skills: Academic / Career / Personal-Social Needs Met: Physical / Personal

PERSONNEL TIME FUNDING SPACE / MATERIALS RESOURCES PERSONNEL TIME FUNDING SPACE / MATERIALS Let’s begin to reviewing the “big picture” and thinking about where we are in the Gold Star process. The Gold Star School Counseling Transformation Process is designed to help schools transform their counseling program to a vision-based and data-driven program for the purpose of raising student achievement. Note: If describing the process after your Advisory Council has worked through several steps, change the descriptions of the following steps to past tense for the steps you have already completed.

Review the current school counseling resources TASK 1 Review the current school counseling resources What areas are getting in the way of delivering a sound school counseling program? Note: Have a poster of the Guidance Data Analysis Chart (or display the poster on Power Point). Ask participants to share their thoughts on each question. As ideas are shared, have someone record their thoughts using their exact words as much as possible. Remember, this is a brainstorm so ideas aren’t discussed or debated. Be sure that any guidance goals in the School Improvement Plan end up on the chart and mark as such.

Basic Resources Office / Meeting Space Technology Materials Supplies Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are Academic Development Career Development Citizenship Development Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

Student to Counselor Ratio XXX to 1 Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are Academic Development Career Development Citizenship Development Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

Time-Use Component Target Actual Guidance XX Counseling Advocacy Management Non-Program

(excluding personnel) Annual Funding (excluding personnel) $ X.XX / student

Others Who Deliver Student Assistance & Guidance SCHOOL COMMUNITY Xxxxx

Professional Development Xxxxx Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are Academic Development Career Development Citizenship Development Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

Perceptions Xxxxx Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are Academic Development Career Development Citizenship Development Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

RESOURCES Complete the Resources Action Plan TASK 2 Complete the Resources Action Plan (as a large group) NOTE: If counselor time-use is identified as something that will change next year, refer to the time-use instagraphs to help you identify your targeted time-use percentages. Note: Have a poster of the Guidance Data Analysis Chart (or display the poster on Power Point). Ask participants to share their thoughts on each question. As ideas are shared, have someone record their thoughts using their exact words as much as possible. Remember, this is a brainstorm so ideas aren’t discussed or debated. Be sure that any guidance goals in the School Improvement Plan end up on the chart and mark as such. Document 5.4

QUESTION Given who we are and the resources we have, what program goals should we include?

PROGRAM GOALS Achievement 2.5 PROGRAM GOALS Achievement OMIT: Type ADD: Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions: Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know. Are there any ideas here that you can’t support publicly. [If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

PROGRAM GOALS Student Choices 2.5 PROGRAM GOALS Student Choices OMIT: Type ADD: Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions: Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know. Are there any ideas here that you can’t support publicly. [If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

PROGRAM GOALS Guidance 2.5 PROGRAM GOALS Guidance OMIT: Type ADD: Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions: Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know. Are there any ideas here that you can’t support publicly. [If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

PROGRAM GOALS Counseling 2.5 PROGRAM GOALS Counseling OMIT: Type ADD: Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions: Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know. Are there any ideas here that you can’t support publicly. [If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

REDESIGNING InSAI SCHOOL COUNSELING Review and Revise GOALS Indiana Student Achievement Institute InSAI REDESIGNING SCHOOL COUNSELING Review and Revise GOALS www.asainstitute.org/schoolcounseling