School Improvement Process: The Counselor’s Role Presented by Karyn Holt WSCA President

The new question is… The old question was… “What do counselors do?” “How are students different because of the school counseling program?” Education Trust 2003

Goals for Today Be aware of the efforts between OSPI and the Washington School Counselor Association in the Guidance Initiative Understand how an effective School Counseling program connects with the School Improvement Process Understand the American School Counselor Association National Model

Education Trust Model The Role of School Counselors redefined: Core Skills: Leadership in Systemic Change Data-based Advocacy Teaming and Collaboration Counseling, Referral and Coordination Assessment, Accountability and Use of Data Technology Literacy

What is Guidance? Reaches ALL Students Integral to the Total Educational Program Developmental by Design: PreK-12 Sequential Activities Involves everyone – School Counselors, Teachers, Administrators, Parents /Guardians, & Community Create an infrastructure that inspires a personalized education for every student

Comprehensive School Guidance The Guidance Initiative focuses on: –student engagement –making connections between school and the world outside of school School Counselors take the building-lead for overseeing comprehensive Guidance, but are not solely responsible for carrying it out (much in the same way curriculum, instruction, or assessment do not fall under the purview of any one person)

OSPI and the Washington School Counselor Association are in the process of “Washingtonizing” parts of the ASCA National Model integrating the SIP process, State Education Reform, utilizing the American School Counselor Association National Model, and the Education Trust Model. School Counselor Role

So, what’s different? Counselors are more intentional in their work by… Expanding their focus from individuals to include systems; Recognizing the importance of transitions; Learning to value and use data; Detecting areas where students of color and low income are underserved; and Teaming and collaborating with others to change systems.

Member of the SIP team or a contributing member to the SIP team Actively assessing student needs through survey data, academic data, counseling related activities (Needs Assessments, Group Counseling, etc.) A resource for interpretation of school wide data The School Counselor implements and oversees Guidance related action plans to ensure all students are reaching goals of the State Goals. The Role of the Counselor in the School Improvement Process

The American School Counselor Association National Model for School Counseling Programs 1.Foundation 2.Delivery System 3.Management System 4.Accountability p. 20

Foundation Beliefs & Philosophy Mission Statement Standards for students -academic -career -personal/social ASCA pages 27-37

Delivery System Guidance Curriculum Individual Planning With Students Responsive Services System Support ASCA Page 39 Audit Page 112

Delivery System Components System Support Professional Development Consultation, Collaboration and Teaming Program management activities that establish, maintain, and enhance the program Responsive Services Consultation Individual and Small Group Counseling Crisis Counseling/Response Referrals Peer Facilitation/Mediation Designed to meet students’ immediate needs School Guidance Curriculum Classroom Instruction Interdisciplinary Curriculum Group Activities Parent Workshops/ Activities Structured lessons delivered to all students Related to standards and competencies Integrated with academic curriculum Individual Student Planning Individual or Small group Appraisal Individual or Small group Advisement Ongoing systemic activities Designed to assist students in establishing personal goals Designed to assist students in developing future plans ASCA Page 41 Audit Page 113

When, Who, How of RS Time is built into schedule for Responsive Services. Available to all students and parents. Often student initiated by self referral

MANAGEMENT SYSTEMS I.Management Agreements II.Advisory Council III.Use of Data IV.Action Plans V.Calendars ASCA page 57 ASCA Page Counseling duties versus Non-Counseling duties (see back of outline)

Why look at data? Concretely demonstrates accountability and progress toward goals Monitors student progress Creates an urgency for change Serves as a catalyst for focused action Engages decision makers in data-informed decision making Challenges existing policies, practices, attitudes and mindsets Focuses resources, programs, interventions, and strategies where they are needed most [borrowed from The Education Trust (1997) as referenced in The ASCA National Model: A framework for school counseling programs (2003)]

Types of Data Process - What you did for whom” Evidence that event occurred How activity was conducted Did the program follow the prescribed practice? Trish Hatch, Ph.D. August, 2004 Results - “So WHAT” data Hard data Application data Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Attendance Behavior Academic achievement Perception - “What others think, know or demonstrate” data. Measures competency achieved, knowledge gained or attitudes beliefs of students Pre-post Competency achievement Surveys Evaluations Measures what students are perceived to have gained in knowledge

Process Data - Examples Six counseling groups with 8 students each were held 1, th grade students received the “Time to Tell” guidance lesson All high school students seen individually to prepare 4 year plan. Trish Hatch, Ph.D. August, 2004

Perception Data -Examples Competency Achievement –Every student in grades 9-12 completed a 4 year plan –Every 10 th grade student completed an interest inventory Knowledge Gained –89% of students demonstrate knowledge of promotion/ retention criteria –92% can identify Early Warning Signs of violence Attitudes or Beliefs –74%of students believe fighting is wrong –29% of students feel safe at school –78% know the name of their school counselor Trish Hatch, Ph.D. August, 2004

Results Data - Examples 42 students on the retention list avoided retention Graduation rates improved 14% over three years Attendance improved among 9 th grade males by 49% Trish Hatch, Ph.D. August, 2004

Closing the Gap Action Plan Sample StaffIntended Effects on Academics, Behaviors or Attendance ASCA Student Competency ASCA Domain/ Standard Type of Activity to be Delivered in What Manner? Projected number of students impacted Evaluation Method/ How results will be measures Project start/ end date McGee & Shea Increase academic performance, increase attendance Develop awareness of decision making skills. Learn basic goal-setting techniques Acquire knowledge/ skills that contribute to effective learning in school/life Group Counseling- study skills training 75Grades, attendance 12/1/04- 2/1/05 Target Group selection is based upon the following criteria: 3 or more failing grades Data that drove this decision: report cards, attendance

Accountability Results Reports - “How are students different as a result of the School Counseling Program?” School Counselor Performance Standards - New performance based standards for ESA certification will be in place fall of 05’ The Program Audit - Identifies program strengths and weaknesses

When To Use the Audit Complete to determine how your program aligns with the ASCA Model. Determine what areas need to be added or improved. Use as a guide in building your district/state model. Assess yearly as program is being built.

A Program Audit Tells Us… Major strengths of the program Areas that need to be strengthened Categories rate progress of each criteria and show where work needs to be done Short and long-range goals for improvement are determined

Results Data Example...

Academic Results Interventions (6-8) Students on retention list: 6th - 816th th - 737th th th Students who came off retention list: 6th - 276th th - 227th th - 238th students avoided retention Pre: Post: (Moreno Valley SD in Southern California)

Career Development Canyon Springs High School 30 to over 200In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day. 150 to 500Parent attendance at evening guidance events has increased from 150 to 500 parents $750,000 to $825, 000Scholarship dollars for students increased from $750,000 to $825, 000 Finally, graduation rates have improved from 84 % to 89% (Moreno Valley SD in Southern California)

The Results: A 10% increase in the number of students who progress from 9th to 10th grade on time. An 8% decline in students receiving an F in one or more classes. Dramatic increases in the number of students enrolling in rigorous, demanding classes: 28% increase in students requesting pre-calculus classes; 240% increase in students requesting physics classes; and 180% increase in students requesting chemistry classes. A school-wide transition to more a more student-centered, individualized way of thinking about education.

Reference Slides School Improvement Process: The Counselor’s Role

Guidance Curriculum Suggested Time Distribution Elementary School Counselor % of Time: 35%-45% ASCA Page 55 Middle School Counselor % of Time: 25%-35% High School Counselor % of Time: 15%-25% Gysbers & Henderson, 2002

Individual Planning Suggested Time Distribution Elementary School Counselor % of time: 5%-10% Middle School Counselor % of time: 15%-25% High School Counselor % of time: 25%-35% Gysbers & Henderson, 2002

Responsive Services Suggested Time Distribution Elementary School Counselor % of Time: 30%-40% Middle School Counselor % of Time: 30%-40% High School Counselor % of Time: 30%-40% Gysbers & Henderson, 2002

System Support Suggested Time Distribution Elementary School Counselor % of Time: 10%-15% Middle School Counselor % of Time: 10%-15% High School Counselor % of Time: 10%-15% Gysbers & Henderson, 2002