1. Liz Parker, M.Ed Coordinator of School Counseling Programs Elizabeth.parker@wjccschools.org Internal Ext. 66493 Secondary Principal/ School Counselor Partnerships

2. Minimum: Master’s degree in counseling & clinically trained /mental health perspective Academic performance, social/emotional development and college & career readiness. School Counseling is a program, delivered through core counseling curriculum, small counseling groups, individual counseling, crisis counseling, academic planning, referrals, consultation & collaboration. Preventative, developmental and driven by data. Provides education, prevention, early identification, & intervention services to students. Provides academic appraisal & planning for immediate & long-range goals based on test, academic, career and social/emotional data. School Counselor Teachers took a few additional classes and became guidance counselors Occupational /vocational choices and class selection (Classroom) Guidance is a service (one component of a school counselors delivery) Reactive and driven by immediate concerns. Points students in a productive direction and provides a “quick fix” to problems Create master/student schedules Guidance Counselor It’s more than a name…

3. Up to 1 in 5 students in the US experience a mental disorder in a given year (O’Connell, Boat & Warner, 2009). Between 20-30% of students have a major depressive episode before they reach adulthood (Rushton, Forcier, & Schectman, 2002). 50% of students in the US will witness the breakup of their parent’s marriage (Furstenberg, Peterson, Nord & Zill, 1983). Among these, 1 in 10 will live through 3 or more parental relationship breakups (Gallagher, 1996). Students in disrupted families are nearly twice as likely to have had a developmental, learning or behavioral problem (Zill & Schoenborn, 1990). Barriers to learning…

4. 1.2 million children will lose a parent to death before age 15 (Weller & Weller, 1991). More than 2.7 million students in the US have an incarcerated parent and approximately 10 million students have experienced parental incarceration at some point in their lives (The Pew Charitable Trusts, 2010). 15% of adolescents and teens report some form of self-injurious behavior (Hawton, Rodham & Evans, 2006). The median age for the onset of an eating disorder is 12-13 years old (Swanson, Crow, LeGrange, Swendsen & Merikangas, 2011). Barriers to learning…

5. Preparation, coursework, training, supervision, education, etc. that counselors receive in the areas of master schedule building & revision, student schedule creation and modifications, reviewing & balancing rosters, creating course sections, determining how schedule changes impact rosters/balances, etc. Berkeley………85%Jamestown…………… 85-100% Hornsby……80-90%Lafayette………………. 85- 100% Toano………… 85%Warhill…………………. 85-100%

6. Academic Development: Implement strategies, activities and interventions to support and maximize each students ability to learn. College* & Career Readiness: Help students 1) understand the connection between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan. Social/Emotional Development: Help students manage emotions and learn and apply interpersonal skills. What are school counselors trained to do?

7. ASCA National Model: Provides a framework & outlines the components of a comprehensive school counseling program. ASCA Mindsets & Behaviors: Identifies specific attitudes, knowledge & skills students should be able to demonstrate as a result of a school counseling program. ▫ 35 mindset & behavior standards arranged within categories of non- cognitive factors directly related to academic performance, workforce readiness and employability. What guides the development of a school counseling program?

8. Mindset Skills: attitudes or beliefs students have about themselves in relations to academic work. Behavior Skills: ▫ Learning Strategies- Critical thinking, creativity, self-motivation/self-direction, informed decision-making, apply media & technology skills, goal setting, time-management, etc. ▫ Self-Management Skills- Delay immediate gratification for long-term reward, coping skills, manage transitions and adapt to changes, work independently, assume responsibility, self-discipline/self-control. ▫ Social Skills- Oral/Written communication skills, listening for understanding, empathy, leadership, collaboration & cooperation, advocacy skills, create positive & supportive relationships with others, ethical decision-making, etc.

9. Academic advisement Crisis counseling Master /student schedules Triage for student emergencies. Traditional role of guidance counselor.

10. Remove barriers to student learning & success. Comprehensive program focusing on academic achievement, social/emotional development & college & career readiness Core counseling curriculum Individual counseling Small group counseling Crisis counseling Individual student planning Referrals Consultation ( Behavior RTI, etc.) Collaboration

11. School Counselors have no more qualifications than anyone in the building to physically create & revise master and/or student schedules, including registrars, ITRT’s, data entry, etc. School Counselors are the most (and often the only) credentialed, clinically trained and qualified people in the building at all times to provide education, prevention, early identification and intervention services to students experiencing developmental challenges/barriers to learning. Students who have greater access to comprehensive school counseling programs are more likely to succeed academically and behaviorally in school (Lapan, Gysbers, Bragg, & Pierce, 2012). Expanding school counseling services in schools is directly associated with improvements in student learning, behavior, and mental health (Reback, 2010). Something to think about…

12. Identifying subgroups of students who did not pass SOL’s (or qualified for expedited retakes) & placing them in targeted, ongoing small counseling groups focused on academic achievement. Integrating school counseling standards into existing core & non-core curriculum to collaborate/co-teach lessons with staff to assist in increasing rigor & relevance. Working with students (and families) to analyze and evaluate their abilities, interests, skills, and achievement by using assessment information and other data to help students develop immediate and long-range plans. Utilizing existing resources (PSATs, AP Potential, etc.) and creating new programs to promote equity in access to rigorous courses (AP, IB, etc.) and learning paths for all students. Supporting behavior MTSS initiatives by consulting and implementing evidence-based behavior tier II/III interventions (ex. Check-In/Check-Out). Your School Counselors could be…

13. Quick Effectiv eness Check