Partners in Achievement The Integral Role of the School Counselor in Student Achievement Barbara Blackburn, MA, LPC WV Department of Education Coordinator for School Counseling

Objectives  Understand the changing role of the school counselor  Understand the new school counseling policy  Overview ASCA’s National Model, the foundation for WV Policy 2315  Examine benefits of the school counseling program  Examine tools to help evaluate the school counseling program  Set school goals to move towards implementation of Policy 2315

People have wondered… What do school counselors DO?

School administrators, parents with special interests, teachers or others may feel their agenda ought to be the school counseling program’s priority. The results often lead to confusion and criticisms when they are disappointed. (Carolyn Maddy Bernstein, 1995) When schools fail to clearly define the counselor’s role...

What You Believe...  As a group write 3 job responsibilities that your table believes are the function of school counselors  Post your 3 job responsibilities on the chart paper under the appropriate area

Why Have A Program?  The school counseling program is an essential component of the educational experience of all students  School counseling programs work with the whole student and ties academics to career plans focusing on personal/social interests of individual students

The School Counseling Program…  Aligns with the mission of your school  Uses data to demonstrate the need for change  Focuses on improving student achievement  Connects the school counseling standards with the academic learning standards  Provides specific student competencies to achieve the school’s goals  Collaborates and teams with colleagues

WV’s Policy 2315 is aligned with ASCA’S National Model A Framework for School Counselors It is an organized way for school counselors to be able to do their jobs and better meet the needs of ALL students

Student Success

ASCA National Model

Foundation

School Counseling Program Mission To focus on academic, career and personal/social development to ensure that every student benefits from a program that is comprehensive in scope, preventative in design and developmental in nature.

are statements of what all students should know and be able to do as result of participating in a school counseling program ASCA’S National Standards

Academic Development Standard A.Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span Standard B.Students will complete school with academic preparation essential to choose from a wide range of substantial post-secondary options, including college Standard C.Students will understand the relationship of academics to the world of work, and to life at home and in the community

Standard A.Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions Standard B.Students will employ strategies to achieve future career success and satisfaction Standard C.Students understand the relationship between personal qualities, education, training, and the world of work Career Development

Standard A.Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others Standard B.Students will make decisions, set goals and take necessary action to achieve goals Standard C. Students will understand safety and survival skills Personal/Social Development

Management System

Management System Accountability  Agreements  Advisory Council  Use of Data Monitoring Student Progress Closing the Gap  Action Plans Guidance Curriculum Closing the Gap  Use of Time  Calendars  Results Reports Impact Over Time  School Counselor Performance Evaluation  The Program Audit

Analyze School Data  WESTEST Scores  ACT Scores (HS)  Attendance data  Drop out rate  GPA’s or DFI Lists  Course enrollment patterns  Discipline referrals/suspensions  Parent involvement Disaggregating your data demands attention! Work hand in had with administrators to look at the overall school data to guide our program:

Is Your Program Planned? 25%75%

Role of School Counselors PROGRAM MANAGEMENT  Plan, implement and evaluate a comprehensive developmentally age-appropriate and sequential school counseling program  Oversee activities of clerical, paraprofessional and volunteer personnel related to the program  Coordinate with other stakeholders to plan delivery of programs

Delivery System

Guidance Curriculum  Consists of structured developmental lessons  Designed to assist students in achieving competencies  Presented systematically  Program delivered using a collaborative model

Role of School Counselors GUIDANCE CURRICULUM  Coordinate guidance curriculum in the domains of academic, career and personal/social development for ALL students  Collaborate with teachers and community resources in the delivery of guidance related curriculum Assure curriculum is delivered by most qualified professional the most advance technology is integrated developmentally appropriate content is accurate reflects current student needs

Role of School Counselors ASSESSMENT  Interpret assessments, observations and other appraisal results to students, parents and faculty  Utilize other sources of student data for assessment purposes  Help students make academic and career decisions based on assessment data Deliver through classroom guidance lessons and in individual sessions

Responsive Services  Services for student with a severe (or perceived serious) crisis are usually short term in nature  Activities to meet students’ immediate needs: May be provided directly - Individual, group counseling, classroom guidance May be provided indirectly - through consultation, peer facilitation, or outside referral

Responsive Services  May address: Peer pressure Family relationships Grief and loss Child abuse Dropout prevention Dating relationships Bullying Harassment Conflict resolution Personal identity issues Suicide and accidents Attendance problems Motivation and achievement issues Substance Abuse Eating Disorders Self Mutilation

Role of School Counselors RESPONSIVE SERVICES  May act as a facilitator between school/student and resources agency  May facilitate or serve on a school/community crisis response team  May deliver direct services to students though individual or group counseling or classroom guidance

Individual Planning with Students  Activities coordinated by counselors that assist students in developing personal goals and future plans: Academic/career/personal/goal setting Five Year Academic Plans Career planning (30 year Plan in 5 year increments) Post Secondary Plans Interpretation of and application of assessment information Parental and school staff involvement

Role of School Counselors COUNSELING  Individual students  Small groups of students  Guide individuals and groups of students in developing academic, career and personal/social plans  Brief…. NOT therapy  Referrals to appropriate specialists

System Support  System support includes activities that establish, maintain and enhance the total school counseling program: Professional development Consultation Coordination Advisor/Advisee Programs, etc. Career/College/Postsecondary Programs Arena Scheduling Senior Projects/Portfolios/Interview Expositions Scheduling Collaboration and teaming Data analysis and interpretation School improvement plan development and implementation

Role of School Counselors PROFESSIONAL DEVELOPMENT  Pursue continuous professional development  Collaborate with other counselors and other staff to deliver professional development to school staff  Membership and leadership in counseling related professional organizations is strongly recommended  Maintain a professional library  Read and do research to remain up to date on current trends and issues

Delivery System Elementary Middle High School Guidance Curriculum 35-45% 25-35% 15-25% Individual Planning 5-10% 15-25% 25-35% Responsive Services 30-40% 30-40% 25-35% System Support 10-15% 10-15% 15-20%

Accountability

Use of Data  Analyze and use data to examine and improve student outcomes  Establish and assess measurable outcomes for counseling programs  Connect the school counseling standards with the academic learning standards  Identify specific student competencies to achieve your school’s goals  Use school-based data to support decision making  Use data from surveys, interview, focus groups, and needs assessments to address student needs

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

From Entitlement… to Performance From a program that:  Focuses generally on the number of activities  Measures the amount of effort  Attends to the process of doing work  Works to maintain the existing system To a program that:  Focuses on outcomes and improved results  Measures impact related to goals  Attends to goals, objectives, and outcomes  Changes and adapts to be more responsive Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

From Entitlement… to Performance From counselors who:  Focus on good intentions  Talk about how hard they work  Generally feel little need to change their behavior or approach To counselors who:  Focus on accomplishments  Talk about effectiveness  Know their future rests on accomplishments  Communicate goals and objective Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

What Will The Results Be?  Every student will benefit from the school counseling program  Every student will acquire attitudes, knowledge and skills as a result of the nine standards and competencies  Every student will be better prepared for transitions from grade to grade and to life after high school

Counselor's Role Advocacy Leadership Collaboration Systemic Change

Advocacy is… 1. Identifying unmet needs and making a commitment to changing the status quo 2. Pleading for the rights of another 3. Pursuing a cause beyond oneself 4. Actively supporting others who cannot support themselves 5. Being a risk taker for others (Bailey et al., 2003; Eriksen, 1997; Fiedler, 2000)

Systemic Change… Bill Shore “We tend to think that creating change requires an array of external resources and support: acts of Congress, great sums of money, large standing armies, technology, vast research capabilities or powerful lobbyists, relationships and networks.

Systemic Change… Bill Shore Of course, all have their place, But often, the most sweeping change results form a single individual with none of those at his or her command, but instead with the courage to follow his or her conscience.”

Leadership & Systemic Change  School Counselors are trained to work as leaders along side administrators to make SYSTEMIC change necessary to facilitate programs to create success for ALL students  School Counselors’ professional development allows them to come back and lead change within the SCHOOL SYSTEM (example - Anti-Bullying Programs)

Role of School Counselors COLLABORATION  Collaborates with school and community to bring resources to students  Utilize the referral processes to assist students and others to access special programs and services  Provides and exchanges information with staff, family and community  Use staff, community resources and parents to plan, deliver and implement new programs

Collaboration Effective Working Relationships with:  Teachers  Parents & Guardians  Colleges  Other Post Secondary Institutions  Advisory Teams  Administrators  Community  School Business Partners  Military  Agencies

Leadership  School Counselors are trained to work as a leaders along side administrators to make SYSTEMIC change necessary to facilitate programs to create success for ALL students  School Counselors professional development allows them to come back and lead change within the school

Benefits for School  Provides a team effort to address students’ needs  Provides program structure with specific content  Promotes academic, career and personal development with core curriculum

Benefits for Administrators  Integrates school counseling with the academic mission of the school  Uses school data to help guide change and school-wide programs  Helps advance student achievement  Provides a program structure with specific content  Assists administration to use school counselors effectively to enhance learning and development for all students  Provides a means of evaluating school counseling programs

Benefits for Teachers  Provides an interdisciplinary team effort to address students’ needs and educational goals  Provides skill development for teachers in classroom management, teaching effectiveness and affective education  Provides consultation to assist teachers in their guidance role  Fewer behavioral issues when all students are given the same skills  Barriers to learning are decreased for many students and teachers can focus more on instruction

Benefits for Students  Prepares students for the challenges of the 21 st Century through academic, career and personal/social development  Relates educational program to future success  Facilitates career exploration and development  Develops decision-making and problem-solving skills  Assists in acquiring knowledge of self and others  Enhances personal development  Improves academic achievement

Benefits for Students Cont’d  Assists in developing effective interpersonal relationship skills  Broadens knowledge of our changing world  Provides advocacy for students  Encourages facilitative, cooperative peer interaction  Fosters resiliency factors for students  Assures equitable access to educational opportunities

Benefits for Parents  Provides support for parents in advocating for their child ’ s academic, career and personal/social development  Involves parents in their child ’ s long-range planning and learning  Increases opportunities for parent/school interaction  Enables parents to have access to school and community resources

Benefits for School Counselors  Provides clearly defined role and function  Eliminates non-counseling related functions  Allows direct access to all students  Creates a tool for program management and accountability  Enhances the role for the school counselor as a student advocate  Ensures involvement in the academic mission of the school  Uses collaboration to assure delivery of school counseling programs to all students.

Margaret Mead Never doubt that a small group of thoughtful people can change the world. Indeed it is the only thing that ever has.

Questions and Comments Contact Information Barbara Brady Blackburn, MA, LPC School Counseling Coordinator WV Department of Education Bldg. 6, Room Kanawha Blvd. East Charleston, WV Phone: Fax: