1. THE TOP 10 THINGS I’LL BET YOU WISHED THEY HAD TOLD YOU IN GRAD SCHOOL Deb Rawdon, M.Ed., NBCT WSCA Past President

2. 10 TEACHERS ASSUME YOU HAVE A MAGIC WAND.

6. 9 THEY WILL WANT TO KEEP STUDENTS IN GROUPS FOR EVER. Because it’s working.

7. 8 K.I.S.S. THEY WILL BEG FOR INTERVENTIONS, AND THEN NOT FOLLOW THEM. SO KEEP THEM EASY AND QUICK.

8. 7 YOU WILL STRUGGLE TO FIND TIMES TO PULL STUDENTS FOR GROUPS AND INDIVIDUAL COUNSELING.

9. BE INVENTIVE!  Share time with librarian  Lunch groups  See recess problems at recess (You also find students find their own solutions with this tactic.)  Offer to come in on those days that the teacher doesn’t have a planning period.  Become indispensable!

10. 6 YOU WILL BE ASKED TO HEAD WAY TO MANY COMMITTEES… “BECAUSE YOU HAVE TIME.”

11.  School Improvement Team  Student Support Team  Safety Team  School Leadership Team  Weekly Special Ed meetings  IEP meetings THAT’S GOOD AND BAD Committees you should be on: (but not necessarily head.) Committees that you should be Invited to:

12. 5 ASCA STUDENT/COUNSELOR RATIOS ARE MYTHICAL

13. SCHOOL COUNSELOR RATIOS Sch ool Year 20122012 20132013 Natio nal Avera ge 460460:1 516516:1 Washi ngton State 505505:1 516516:1 Orego n State 540540:1 583583:1 Based on data from the US Dept. of Education, National Center for Statistics

14. Arizona went from a ratio of 337:1 to 863:1 Remember this is averages. They do not reflect the differences between “rich” and “poor” districts. WA State Recommended ratios are: Elementary 1:800 Middle1:370 High1:250

15.  Based on data from the US Dept. of Education, National Center for Statistics  http://nces.ed.gov/ccd  https://www.counseling.org/docs/default-source/public-policy- faqs-and-documents/2013-counselor-to-student-ratio- chart.pdf?sfvrsn=2 https://www.counseling.org/docs/default-source/public-policy- faqs-and-documents/2013-counselor-to-student-ratio- chart.pdf?sfvrsn=2  http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.150.260

16. 4 CPS WILL FRUSTRATE YOU  Not the people. The system.  There are now 3 phone numbers to call. (Area, National & Local)  Remember that they are frustrated too!  Document, Document, Document, but not too much.  Be prepared for parents to assume you called – and then refuse you access to their child.

18. HINTS  Develop a relationship.  Be on the CPT (Child Protective Team) if you can.  Insist that CPS checks in with you or your administrator before they talk to your student.  Have your staff call their concerns in – first hand info is best!  Try to have your teaching staff fill out the CPS form and give a copy to you.

19. 3 WILL MOST PROBABLY BE IN CHARGE OF THE STUDENT SUPPORT TEAM  It’s a Gen Ed function, but SPED runs the show.  It seems like they want to use a RTI model, but will not test if the child is not at least 2 years behind or if the student is functioning at their intellectual level.  It will feel like their job is to be gatekeeper and keep the gate closed.  This will be one of your biggest frustrations!  Document! Document! Document!

20. EMBRACE YOUR FAVORITE STARSHIP CAPTAIN NEVER GIVE UP! NEVER SURRENDER! Captain Jason Nesmith, Galaxy Quest

21. 7 2 504’S DEEP SIGH  You will probably be in charge of writing and maintaining 504’s  Number 1 question on the Elementary School Counselor Facebook site..  Your Sped team might use 504’s to pacify parents whose children were not eligible for IEPs services.( Example: 504 for lack of engagement in school)

22. A PARENT AND EDUCATOR GUIDE TO FREE APPROPRIATE PUBLIC INSTRUCTION http://www.k12.wa.us/HealthServices/pubdocs/504ManualFinal.pdf

23. WHAT’S THE DIFFERENCE BETWEEN AN IEP AND A 504?  An IEP (Individualized Education Plan) is a plan or program to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.  http://www.washington.edu/doit/what-difference-between-iep- and-504-plan

24.  A 504 is a plan developed to ensure that a child who has a disability under law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to learning environment.  http://www.washington.edu/doit/what-difference-between-iep- and-504-plan is a plan or program not ensure that a child who has a disability identified under the law and is attending an elementar y or secondary educationa l institution receives

25. A STUDENT QUALIFIES FOR A 504 IF:  They have a physical or mental impairment

26. A PARENT & EDUCATOR GUIDE TO FREE APPROPRIATE PUBLIC EDUCATION  This means any physiological or psychological disorder or condition. A physical or mental impairment may be any physiological disorder or condition, cosmetic disfigurement or anatomical loss of one or more of the following body systems:

27.  Musculoskeletal  Special sense organs  Respiratory (including speech organs  cardiovascular;  Reproductive  Digestive  Genito-urinary  Hemic and lymphatic  Skin  Endocrine  Mental retardation  Organic brain syndrome  Emotional or mental illness  Specific learning disabilities Any physiological disorder Any mental or psychological disorder

28.  Caring for oneself  Performing manual tasks  Walking  Seeing  Hearing  Speaking  sleeping THAT SUBSTANTIALLY LIMITS 0NE OR MORE MAJOR LIFE ACTIVITIES  Standing  Lifting  Bending  Reading  Concentrating  Thinking  Communicating

29. DISABILITIES AMENDMENT ACT OF 2008  Congress amended ADA in 2008 to create “clear, strong, consistent, enforceable standards to broaden who qualifies as a ‘disabled person” under Section 504 and ADA.”  Interpret the term “physical or mental impairment” broadly.  Interpret the term “substantially limits” broadly.  Interpret the term “major life activities” broadly.  Disregard mitigating measures used by a student. (medical aid, medicine.  Consider whether a temporary impairment is a disability.  Consider whether an impairment is episodic or in remission is a disability.

30. SECTION 504 FLOW CHART  Refer the student.  Decide whether to evaluate the student.  Evaluate the student.  Determine the student’s eligibility.  Develop a Section 504 plan for the student.  Annually review the student’s 504 plan  Periodically review the student. (at least every 3 years)

31. 1 RAMP  Recognized ASCA Model Program  www.schoolcounselor.org/school-counselors-members/ramp www.schoolcounselor.org/school-counselors-members/ramp  Contact me (drawdon@gsd404.org ordrawdon@gsd404.org  Brian Mathieson at Mathieson.Brian@battlegroundps.orgMathieson.Brian@battlegroundps.org  There are currently 0 RAMP schools in Washington!

32. WHAT I HAVE LEARNED IN THE PROCESS  It will take longer than you think.  It’s about the process, not necessarily the goal  National Boards looks at you, the school counselor  RAMP looks at your school’s comprehensive guidance program.  Be prepared for unintended consequences!  Don’t try to do it alone! Join our cohort.

33. WSCA There’s room for everyone!

34. BENEFITS TO MEMBERSHIP  This conference and other professional development  Ethics Committee consults.  ASCA Model trainings  Scholarships  OSPI updates  Professional Evaluation Development Committee  Advocacy

35. LEADERSHIP OPPORTUNITIES - COMMITTEES  Conference  Ethics  Advocacy  Membership  Nominations & Elections  Professional Recognition  Technology  Framework

36. GOVERNING BOARD  President  President Elect  Past President  High School Vice President  Post Secondary Vice President  Middle School Vice President  Elementary Vice President  Graduate School Representative

37. WHY BECOME A BOARD MEMBER?  Professional Development – at this conference and Summer Institute  President and President – Elect go to ASCA conference  Opportunities to advocate with Legislators and affect change.  Introduces you to other great counselors  Helps with leadership section of National Boards  Introduces you to other great school counselors  IT’S FUN!