The Wisconsin Comprehensive School Counseling Program Model Introduce self and other members of the counseling team. Include school building in which you work.

Judith Kuse Consultant - School Counseling Programs WI Department of Public Instruction P.O. Box 7841 Madison, WI 53707-7841 phone: 608-266-2820 fax: 608-266-3643 http://www.dpi.wisconsin.gov/sspw/counsl1.html

How are students different because of the school counseling program? What do counselors do? vs. How are students different because of the school counseling program? Wong [2002]

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

Comprehensive School Counseling Programs are based upon National School Counseling Standards ASCA National Model Wisconsin Developmental Guidance Model Standards include benchmarks and competencies that are related to the development of children and the building of character that are necessary for students to be successful academically, socially, and in career endeavors.

The GOAL is to help all students: Learn about the world around them Learn about self The goal of the comprehensive school counseling program is to serve all students. And make meaningful connections between the two

Outcomes include: Increased student achievement K-12. Increased collaboration among parents, community and school. Increased post secondary school enrollments. Decreased discipline problems and dropout rate. Decreased last minute schedule changes. Schools that have fully implemented this model are finding these types of outcomes. The Grand Forks School District, a DOE award winning program, experienced these outcomes after implementing the comprehensive school counseling program. Grand Forks was recognized by the DOE as the best school counseling program in the nation for the years 2000 and 2001. Grand Forks began developing their program in 1993.

Research on Counseling Effectiveness School Counseling in the Elementary School–Impact on Academic Achievement Hadley [1988] – Elementary guidance activities have a positive impact on student academic achievement Borders & Drury [1992] – School counseling interventions have a substantial impact on student educational development and improved school attendance Boutwell & Myrick [1992] – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes

Research on Counseling Effectiveness School Counseling in the Elementary School– Impact on Academic Achievement Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement in Lang Arts. Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores

Research on Counseling Effectiveness School Counseling in the Middle School– Impact on Academic Achievement Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math and Lang Arts Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in Lang Arts Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendance McElroy [2000] – Counselors directly support the schools academic mission Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have students earning higher grades

Research on Counseling Effectiveness School Counseling in the High School– Impact on Academic Achievement Myrick [1987] – Developmentally-based programs promote student development and academic success. Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student educational development and improved attendance. Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals.

Research on Counseling Effectiveness School Counseling in the High School– Impact on Academic Achievement Nelson, Gardner & Fox [1998] – Schools with more fully implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test. Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time. Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs. Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.

From Position to Program Requires a new view of counseling in schools! From Position to Program A position orientation toward school counseling makes it very difficult to implement a comprehensive school counseling program. A paradigm shift for education

FROM: TO: Emphasis on at-risk students Crisis-driven “On call” approach to use of time Delivered only by counselors Owned by counseling staff only Includes all students Curriculum-driven Calendared time Delivered collaboratively by counselors, faculty, parents, and community members Owned and supported by the community

Underlying Principles All students are served and opportunities are provided for all grades K-12. The curriculum is developed and delivered by counselors, faculty, and community. Counselors’ time is calendared among the four components of the comprehensive school counseling program. Parents are involved and the community helps deliver services. The curriculum is standards-based and competency- driven.

National School Counseling Standards Wisconsin Model Academic Standards for School Counseling Academic Domain Students develop lifelong learning skills. Career Domain Students engage in educational/career planning. Personal/Social Domain Students understand themselves and others.

School Counseling As a Program Comprehensive School Counseling Program Frameworks Structural Components Program Resources Standards Benchmarks Critical Knowledge (Competencies) Definition Assumptions Rationale School Counseling Curriculum Structured Groups Classroom Presentations Individual Planning Advisements Assessment Transition Planning Responsive Services Individual Counseling Group Counseling Consultation Referral Support Services Management Activities Community Outreach Public Relations Parent Involvement Professional Development Personnel Facilities Financial Content Organizational Structure, Activities and Time

4 Program Components School Counseling Individual Planning Curriculum Responsive Services System Support Comprehensive school counseling programs include these 4 components and the work of counselors is guided by these components.

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

Calendaring 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. To implement a comprehensive school counseling program the activities need to be calendared. Calendaring assures accountability and delivery of the program. It also prevents wavering from the purpose of serving all students.

Suggested Distribution of School Counselor Time A time usage plan will vary from school to school and district to district based upon the direction of the plan each school adopts and the needs of the students. This is a recommended time distribution and may not reflect your district at this time. School Counseling Curriculum Individual Planning Responsive Services System Support

Program Component: School Counseling Curriculum 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

School Counseling Curriculum Career “All Work is Noble” Personal/Social “ Character is Essential” Academic “Learning is Lifelong” A comprehensive scoped and sequence guidance curriculum provides content in a systematic way to all students K-12. The purpose is to develop student awareness, skill development, and application of skills needed in everyday life. Activities include classroom presentations, group activities, school wide events, field trips,

Curriculum Topics CAREER PERSONAL SOCIAL ACADEMIC Career Awareness Self-knowledge and Self-management Goal Setting Career Exploration Cultural Competence Study Skills Career Preparation and Planning Communication Skills Academic Support Career Management and Lifelong Learning Character Education Transition Discuss the various types of curriculum activities that are specific to your school.

Curriculum: Through the Stages... 35% School Counseling Curriculum 10% 40% 15% Curriculum: Through the Stages... Elementary School Character education Anger management Social skills Conflict resolution Developmental assets Career exploration

Curriculum: through the stages... 30% School Counseling Curriculum 20% 35% 15% Curriculum: through the stages... Middle School Identify career clusters Explore the relation between classes and career/career preparation Research careers of interest Develop an individual learning plan Begin a career portfolio

Curriculum: through the stages... 10% School Counseling Curriculum 35% 20% Curriculum: through the stages... High School Develop cultural literacy Explore careers and post-secondary training or education options Identify learning styles and effective study skills Create a resume Generate a transition plan

Program Component: Individual Planning Assists students in planning, monitoring, and managing their personal and career development. Purpose: Student educational and career planning, decision making, and goal setting

Individual Planning Assessment Advisement Transition Planning Accommodations Individual planning assists students in planning, monitoring, and managing their personal and career development. Provide examples for each activity in this component. Advisement might include WKCE, ACT, Self Directed Search, learning style inventories, etc. Advisement might include course planning, or career planning. Transition planning could include post high school planning, transitioning between middle school and high school, etc. Accomodations might include 504 Plans, Children At Risk curriculum modifications, Special Education IEP, etc.

Individual Planning Student, parent, and counselor conferencing… Student and parent conferecing is used to summarize the lessons that students are learning in the comprehensive school counseling program, as well, as explain the various services and activites that are available to students through the comprehensive school counseling program. It is a cornerstone of the Grand Forks program and it builds parent and community involvement and ownership for the program and school. “putting the pieces together.”

Individual Planning Elementary School Accommodation Plans 35% 10% Individual Planning 40% 15% Individual Planning Elementary School Accommodation Plans Home/School Plans Behavioral Contracts Transition Plans

Student Education Career Planning Conference 15% 20% Individual Planning 30% 35% Student Education Career Planning Conference Middle School Hopes and dreams Individual Learning Plan Co-curricular, extra-curricular, volunteer and community involvement

Student Education Career Planning Conference 10% 35% Individual Planning 20% Student Education Career Planning Conference High School Review portfolio Review transcript Review class schedule and attendance Review post-secondary and funding options Multiple Intelligences Career Booklets Learning Styles PLAN Test PSAT/ASVAB Individual Learning Plan

Program Component: Responsive Services Addresses the immediate concerns of students. Purpose: Prevention and Intervention

Responsive Services Individual Counseling Sessions Support Group Facilitation Crisis Response Coordination, referral and outreach with community agencies Responsive services address the immediate concern of students. The purpose is prevention and intervention regarding a number of issues that students bring to school; issues counselors deal with include divorce, abuse, depression, loss, AODA, suicide, coping, family issues, etc.

Responsive Services Time Allocation High School Elementary School 40% Responsive Services 15% 10% 35% 15% 25% 30% Responsive Services 15% 30% 20% 35% Responsive Services High School Elementary School Middle School

Issues that Counselors Respond to Family Issues Divorce Abuse Suicide Coping Depression Loss Drug/Alcohol Use or Abuse

Program Component: System Support Includes program support activities. Purpose: Program delivery and support

System Support Public Relations Community and Parent Involvement Staff Development Professional Development Information Management Services System support includes program, staff, and school support activities that counselors perform just as other teachers and staff perform in the usual course of the day for the school and the program.

System Support Time Allocation High School Elementary School 40% 15% System Support 10% 35% 25% 30% 15% System Support 20% 35% 30% 10% System Support High School Elementary School Middle School

WCSCPM Connections

Delivered By All Counselor’s Role: To lead, facilitate, and provide direct services. Others’ Roles: Other pupil services professionals may provide services; teachers may deliver curriculum; community partners may provide advisement and/or resources. The role of the counselor is critical but others in the school and community are needed to help deliver the program. Examples of community partners include volunteers who guest instruct a lesson from the guidance curriculum, employers who sponsor job shadow experiences for students, organizations that sponsor a career fair or college fair for students. Faculty help deliver the program by teaching a lesson on career planning, or study skills, or lerning styles, etc.

School To Work Coordinators Delivered By All for All Community Volunteers Classroom Teachers Support Staff Employers Post Secondary Personnel Community/ School Liaison Local School Administrators To reach all students it is necessary to involve all segments of the school and community. Pupil Services Personnel School Counselors School To Work Coordinators

In Summary A fully implemented comprehensive school counseling program includes: A program orientation vs. a position orientation. 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.