1. FLORIDA SCHOOL COUNSELOR ASSOCIATION CONVENTION
Superman Found: School Counselors Improving Opportunities and Coming to the Rescue for All Students
FLORIDA SCHOOL COUNSELOR ASSOCIATION CONVENTION
Bob Bardwell
November 1,2018

2. Goals for this session Discuss how School Counselors
Improve student achievement and performance
Use evidence-based best practices
Identify and eliminate gaps
Deliver comprehensive school counseling programs
Reduce bullying & improve school climate
Participate in crisis teams and response
Use data to inform their practice
Share ideas, questions & resources
Learn something new and have fun

3. The audience HOW LONG 0-5 years 5-15 years 15+ years WHO IS HERE
Elementary Counselors
Middle/Jr High Counselors
Secondary Counselors
School Counseling Directors
Administrators
Higher Education Educators
Graduate Students
Other
HOW LONG
0-5 years
5-15 years
15+ years

4. Why Are You Here?
You want to provide advantages and opportunities to your students and families
You want to be a better school counselor
You want to learn some new strategies and skills
You were bored and needed to get out of your office
You have no where else to be today

5. So Why Me? What Can I Offer You?
School Counselor, K-12 Director of School Counseling and social justice educator
26 years in the profession
Leader – local, state, regional & national levels
Advocate for students, school counselors and our profession
Passionate about school counselor pre-service preparation and continuous professional development

6. Whately MA Map

10. Remember…..
“A small group of thoughtful people could change the world. Indeed, it's the only thing that ever has.” --Margaret Mead

11. What are the greatest challenges school counselors face today?
What do you think?
Go to
Enter
What are the greatest challenges school counselors face today?

12. School counseling challenges today
Lack of understanding concerning the role, responsibilities and skill set of School Counselors among administrators and policy makers
Setting boundaries – what is our role and how do we say no
Budget, resources and time!
Using data appropriately and effectively
Evaluation systems which do not align to school counselor roles
Inequities between the have and have nots
Increase number and severity of student mental health concerns
Lack of sufficient family engagement
Increase presence of social media and how to handle related issues
Helping "seasoned" School Counselors understand, embrace, and implement the new direction of the profession

13. Why are you a school counselor?
Jaime Escalante

14. We are here because….
Erin Gruwell

15. I make a difference in the lives of our students every day
Joe Clark

16. Is there a movie about school counselor heroes?
No!
If anything, we are portrayed in a negative manner
But we do have heroes….
Who is Molly Hudgens?
School Counselor, Sycamore Middle School, Pleasant View TN
Who is your school counselor hero?

18. Another question
How many of you are giving 110% already and cannot do any more?
Not eating lunch
No time to go to the bathroom
No prep
Bringing work home at night and weekends
I am going to ask you to do more

19. Here’s why?

20. And another reason
Meet John

21. So What?
You can either accept the status quo or decide to make a difference
You can step up to the plate and do something or continue to be part of the problem
Are you a Jaime Escalante, Erin Gruwell or Joe Clark?
Will you be a school counseling leader and advocate?

22. Change is in the air – the time is NOW
National attention & focus
Former First Lady’s efforts
Reach Higher
School Counselor of the Year Ceremony
Legislative efforts are making an impact
Minnesota, Colorado, Virginia, Utah
Data shows school counselors make a difference
In Colorado $16 million spent between to hire counselors in 59 districts for at-risk students saved $319 million on welfare, incarceration and health-care costs

23. LEADERSHIP [lee-der-ship] noun
1. the position or function of a leader, a person who guides or directs a group
2. ability to lead
3. an act or instance of leading; guidance; direction
4. the leaders of a group

24. Leadership What does a leader look like in 2018? Someone who
has a passion
has a vision
is willing to make a commitment of time, talent & treasures
wants to make a difference

25. Why be a School Counselor Leader?
It helps your students and families receive better services
It brings recognition to your school counseling program
There are numerous opportunities at the local, state and national level
Why not?
Change is in the air – the time is NOW

26. 2018 Leadership Challenges
Limited time
Too busy; too much work; not appealing
List of challenges is great
Lack of interest among school counselors
Limited resources to do the job well

27. School Counseling Program based leadership
Create vision and mission
Set goals based on identified needs & gaps
Create & implement developmental lessons/ curriculum
Create & execute annual agreement
Participate and/or chair committees
Collect, analyze & share data & results
Conduct needs assessment & ongoing evaluation
Read

28. Are you a school counseling leader?
Turn to a neighbor
What are your leadership strengths?
How do you show your leadership skills?
Are you encouraged to be a school counseling leader? If so, how?

29. ADVOCACY [ad-vuh-kuh-see] Noun
1. the act of pleading for, supporting, or recommending; active espousal:

30. Who do we advocate with? Colleagues Administrators School boards
Parents/Families
Community members
Local media - newspaper, cable station, radio & television
Community groups – PTA, Rotary, Realtors
Elected officials/policy makers
Strangers

31. What is your elevator speech?
School counselors ensure that each student achieves at his/her highest level possible. They collaborate with teachers, administrators, family members and service providers outside of the school to provide services and support necessary for student access and success. They advocate for every student to ensure their academic, career and persona/social needs are met. School counselors are leaders and systemic change agents in their schools, working with all stakeholders to ensure that they are using data and evidence based practices that inform decision making and produce results. They are the glue that holds a school together and are super heroes for our children and families.

32. How do we advocate? Talk about what school counselors do
Demonstrate with data our impact on student success and achievement
Share our program results with stakeholders
Go to meetings
Use social media to inform/motivate others
Write letters to the editor
Submit press releases with photo ops
Invite policy makers to school counseling events

33. SYSTEMIC CHANGE
Systemic means working with school systems—district bureaucracies or state departments of education—to effect change

34. How are you a systemic change agent?
Gather data
Ask questions
Build a coalition
Make people excited to impact student success and achievement
Influence policy development and implementation
Be a passionate social justice advocate

35. COLLABORATION [kuh-lab-uh-rey-shuh n] noun
1. the act or process of collaborating.
2. a product resulting from collaboration:

36. How do you collaborate? Working with stakeholders Share your vison
Administrators
Staff
Parents
Community members
Share your vison
Beliefs
Vision statement
Mission statement
Goals

37. How do you collaborate? (continued)
Communications
Newsletter, website
Social media
Serving on committees/task forces
Leadership teams
Site based management teams
Share your results
Closing the gap reports

38. How do you collaborate? (continued)
Advisory council
Consists of representatives from all constituent groups
Meets 2-3 times per year
Opportunity to educate members and gather feedback about your school counseling program
Can help you advocate for school counseling program priorities

39. How do you collaborate? (continued)
Community partnerships
Neighborhood councils
Faith based organizations
Workforce development
Post-secondary education
Municipal representatives
Local/state child welfare agencies
Local clinical mental health agencies
Medical professionals

40. What have we just done?
ASCA National Model Themes

41. School counselors & school improvement
Specialized Interventions
Individual Consultation
Small Group or
Closing the Gap
Core Curriculum
Information provided for all students
Smith, G (2008)

42. Evidence based practices
“…using the best available research to guide practice and the integration of this knowledge with clinical skills.”

43. Why evidence based practices?
National and state accountability measures require all educators, including school counselors, to show why our students are different as a result of our services
Common Core State Standards and accompanying assessments (PARCC & Smarter Balance) will determine student achievement
Data speaks volumes as it is often more powerful than other types of feedback

44. Evidence based practice resources
National Center for School Counseling Outcome Research and Evaluation
National Evidence Based Conference
Curricula
The Real Game -
Student Success Skills -
What Works Clearinghouse

45. What kinds of gaps are there?
Achievement
Opportunity
Belief or expectations
Aspirations-Attainment

46. Achievement Gap
The consistent disparity in academic performance between groups of students.
Most often found in grades, standardized-test scores, course selection, dropout rates, and college-completion rates
Groups most often compared include race, gender, socioeconomic status, special education status and English language proficiency

47. Opportunity Gap
The unconscionable disparity in access to the quality educational resources needed for all children to be academically successful
Similar to the achievement gap but is different in that it may have nothing to do with race, gender, socioeconomic status, special education status and English language proficiency
Instead it may be where you live or which school you attend and what resources are available to those children

48. Belief or Expectations Gap
The differing expectations that teachers hold for individual students or the difference between students' expectations of themselves and what they perceive to be teachers‘/counselors’ opinion of their potential
This is particularly troubling when counselors do not believe or expect certain students to achieve.
Often found in course selection and post high school planning

49. Aspirations-Attainment Gap
The difference between students wanting to get a diploma/degree (aspiration) and actually receiving it (attainment)
Are we overselling the value of a diploma/degree?
What role do we school counselors play in this process?

50. Why do gaps matter to us?
As social justice educators we believe that ALL students should have equal access and opportunity regardless of whatever group they may belong to/identify with or where they live
If schools/communities do not eliminate gaps then whole groups of students may be discriminated against
Some gaps can be addressed within a school relatively easily while others are more systemic and caused by deep-seeded values and cultural norms.

51. So what? Why School Counselors?
Many gaps are caused by deep seeded beliefs, cultural norms or political decisions
School counselors are uniquely trained to identify and address these gaps
School counselors should be instrumental in identifying students who are associated with one of the various gaps and work with school leaders to put strategies in place to eliminate them

52. Eliminating/Reducing Gaps
Do your policies allow equal access to the curriculum for all students?
Does your data suggest some groups are not achieving equally? If so, what is your plan to rectify this?
Do all of your staff believe all students can achieve? Does the data support this?
Do you spend time at your faculty or professional development meetings talking about gaps?

53. 10 Practices to Close the Gaps
Show students you believe they can be successful by using a "here's how to do better next time" approach when you need to correct work. Let students know what they're doing well.
Share with each student individually what you expect from him or her.
Hold students accountable for their actions.
Encourage students to share success stories with one another.
Follow up on absent students. Let them know it's because you care about them, not just to chase down missing work.
Invite students to brown-bag lunches in your room. Promising homemade cookies helps!
ASCD, Closing Opportunity Gaps, November 2010 | Volume 68 | Number 3

54. 10 Practices to Close the Gaps
(continued)
Survey students about their personal, social, and academic goals at the beginning of each term.
Involve all students in school leadership initiatives by using student surveys and fostering dialogue about important issues. Show you value students' opinions.
Create a classroom atmosphere that welcomes participation. Ask open-ended questions and set a "There are no stupid questions" policy.
Develop after-school opportunities focused on the interests of students who shun traditional activities.
ASCD, Closing Opportunity Gaps, November 2010 | Volume 68 | Number 3

55. School Counselors & Bullying
Are often the first adult to become aware of a bullying incident
Should work closely with the disciplinarian to address individual bulling incidents
See the bigger picture and identify themes/commonalities
Included in any plan or initiative to provide student and staff education and training

56. School Counselors & School Climate
Interact with all stakeholders regularly
Have earned the trust of stakeholders who share thoughts and observations
Have a pulse of the school and community
Can use data to address issues/concerns
Should be part of any leadership/school climate team

59. Sandy Hook picture

60. Katrina Picture

62. Turn to Your Neighbor
When you think of a crisis in a school, what is the first thing that comes to your mind?
When you answered question #1, WHO is involved with a school crisis response?
Why is it that school counselors are so critical to crisis response?

63. Types of Crises that Impact Schools
Death of a student
Death of a staff member
Death of a parent
School shooting, intruder, neighborhood incident
Natural disaster (hurricane, tornado, blizzard, earthquake, flood)
Fire, explosion
Accident (plane, car or train crash)

64. So What?
Before, during and after a crisis, school counselors are most often the link between all stakeholders
School counselors focus on the mental health needs of students, staff and the community

65. Turn to Your Neighbor
What are some of the most common mistakes made during school crisis response incidents?

66. What to DO during a crisis or response
Tailor your response to age/school appropriate actions
Know your staff and community well and ensure impacted staff are attended to and given relief if necessary
Designate a communication spokesperson
Utilize your communication chain and update annually

67. What to DO during a crisis or response (cont’d)
Know your role
Make referrals when appropriate
Use social media to communicate
Allow help from other schools or outside agencies
Provide staff time to debrief and to grieve/talk/comfort each other

68. What to DO during a crisis or response (cont’d)
Ensure you have schedules for students with disabilities to plan accordingly depending upon the crisis
Attend to detail and follow through
Organize appropriate community meetings/ritual opportunities

69. What NOT to do during a crisis or response
Make an all call announcement
Just carry on as normal without acknowledging the situation
Leave students unattended
Allow students to congregate in halls without supervision
Be afraid to attend to oneself before helping others

70. Appropriate after crisis activities – student death
Grieving time – how long
Stay in school or go home?
Funeral attendance?
Provide bus transportation
Allow excused absence
Memorial service
Tribute
Living, scholarship, activity
Parent/family meetings

71. I’m just a School Counselor, What can I do?
Provide Professional Development opportunities for your staff
Work with school/district administrators to provide training and meeting time
Organize/lead a Crisis Response Committee
Start a book study circle
School Crisis Response: Reflections of a Team Leader - Roth
Preparing for Crises in the Schools: A Manual for Building School Crisis Response Teams - Brock, Sandoval et al.
A Practical Guide for Crisis Response in Our Schools - Lerner, Volpe, et al.
Provide parent/family educational programs

72. Planning Principles of Crisis Response Plans
Senior school leaders must be involved in the planning process
Comprehensive, ongoing assessment of the school community is needed
The needs of all community members must be considered – disabled, diverse backgrounds, limited language skills
A plan is not enough, it must be practiced and reviewed regularly

73. Planning Principles of Crisis Response Plans (cont’d)
Consider all threats and hazards
Consider all settings and times – during/after school, on/off-campus
Create emergency operations plan templates collaboratively
Allow for flexibility and be open to feedback

74. Alert – Use plain and specific language to Alert others to the danger.
2. Lockdown – Barricade the room.  Prepare to Evacuate or Counter if needed.
3. Inform – Communicate the violent intruders location and direction in real time.
4. Counter – Create noise, movement, distance and distraction with the intent of reducing the shooters ability to shoot accurately. Counter is NOT fighting.
5. Evacuate – When safe to do so, remove yourself from the danger zone.

75. Five themes of Crisis Response Plans
1. Prevention- what do we do to prevent an actual incident from occurring
2. Protection – actions to secure schools from harm
3. Mitigation – reducing the likelihood that threats and hazards will happen
4. Response – stabilize the emergency once it has happened
5. Recovery – assist in restoring the learning environment

76. Members of a Crisis Response Team
School Counselors
Administrators
Teachers/Staff
School psychologist, social workers
Nurse
City/town officials – Police, Fire, Emergency Response
Community agencies
Clergy

77. Crisis Response Teams Should
Get properly trained
Follow protocols
Meet regularly, especially when there is not a crisis
Practice Table tops -
Practice protocols – table tops, drills
Reflect the community makeup

78. Logistics
Do all staff have a copy of the written plan (or abbreviated version)?
Are maps of your school available?
Are keys/entries accessible to outside first responders?
How do you practice drill with students?
Are your school rooms labeled both inside and outside?

79. When a Crisis Occurs Follow protocols
Communicate with stakeholders as soon as possible
Students/staff
Families
Community
Modern technology (i.e.: cell phones, social media) makes proper communication a challenge

80. When a Crisis Is Over
Committee must meet to evaluate the situation and review protocols
Where they followed?
Did they work?
What can be improved upon?

81. School Counselor Crisis Response Resources
Cheri Lovre – Crisis Management Institute –
US Dept of Education - Guide for Developing High-Quality School Emergency Operations Plans
State Resources -
ASCA –
National Association of School Psychologists –
Guide for Preventing and Responding to School Violence (2nd edition)

82. School Counselors using data
Why school counselors?
What data is important?
Achievement
Achievement related
Competency
Who is on your school data team?

83. So What’s the Secret Recipe?
Systemic change
Bullying reduction
Leadership =
Targeted interventions
Collaboration
Improved school climate
Use of data
Advocacy

84. Student Success and Achievement

85. Create your own action plan
Next steps
What are four things you can commit to right now to improve your school counseling program?
Create your own action plan
In one day
In one week
In one month
In one year
Share your goals

86. Resources available
Go to > presentations > Florida 2018
This PowerPoint presentation
ASCA National Model Executive Summary
ASCA Mindsets & Behaviors
ASCA School Counselor Competencies
ASCA Ethical Standards
College Board publications
Finding the Way
Enhancing the Principal-Counselor Relationship
A Closer Look - toolkit

87. Questions & Conversations
What is not clear?
What more do you need?
How can we help each other?
Who wants to share a school counselor success in your school/district?

88. For more information Bob Bardwell
School Counselor & Director of School Counseling
Monson High School
55 Margaret Street
Monson, MA
x1109
bardwellr