1. West Virginia Achieves Professional Development Series
Volume XX
Systemic Developmental Guidance and Counseling with Strong Character and Career Education
IMPORTANT! Before using this PowerPoint:
Review the “Systemic Developmental Guidance and Counseling with Strong Character and Career Education” Learning Community Resource Packet to better understand the PowerPoint content and for the resources needed to complete some of the activities in this PowerPoint.
(In the PowerPoint, directions are italicized. Script is not italicized.)
PRESENTER
Welcome to this professional development program. Today’s session is part of a series of professional development programs on the practices used by high performing school systems.

2. West Virginia Department of Education Mission
The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.
PRESENTER
This session is designed to help school systems achieve the two core components of the West Virginia Department of Education Mission. Those two components are:
1. All students achieving mastery and beyond, and
2. Closing the achievement gap among sub-groups of the
student population.

3. Robert Hutchins The Conflict in Education in a Democratic Society
“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”
PRESENTER
This mission allows us to address a statement made by Robert Hutchins over a decade ago:
(Read quotation on slide.)
Through No Child Left Behind we can say to the world that we accept not just the responsibility for compulsory education, but also the challenge of education for all.

4. What We Know…
An emerging body of research identifies characteristics of high performing school systems.
These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.
These systems share characteristics described in The West Virginia Framework for High Performing Schools.
PRESENTER
We feel optimistic about this challenge because of a growing body of research. This research indicates that this challenge can be met…many school systems have already made significant progress in achieving the mission of bringing all students to mastery and beyond, and losing the achievement gap.

5. CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
IMPROVEMENT PROCESS
CURRICULLUM MANAGEMENT
INSTRUCTIONAL PRACTICES
STUDENT/PARENT SUPPORT
Recommended Pre-Reading is The West Virginia Framework for High Performing School Systems.
PRESENTER
In January of 2004 the Office of School System Improvement formed teams of educators to develop a school system improvement “framework.” Through a series of meetings, the teams read and discussed educational research, developed common definitions of terms, examined the effective practices of high performing districts across the United States and came to consensus on the essential components for closing the achievement gap. These components shaped The West Virginia Framework for High Performing School Systems. Let’s take a look at the Framework.
This graphic representation of the Framework illustrates the major components of a High Performing School System. High performing school systems:
Have strong core beliefs that shape the culture of a system dedicated to “Learning for ALL...Whatever It Takes.” This culture forms the “base” or “foundation” of the Framework.
Implement system wide high yield strategies related to:
Curriculum – “what” we teach
Instruction – “how” we teach
School Effectiveness – “where” we teach
Student/Parent Support – “who” we teach
These strategies form the four “Pillars” of the Framework. Each Pillar lists high yield practices that need to be used consistently and pervasively throughout high performing school systems. These practices are summarized in The West Virginia Framework for High Performing School Systems.
Use a systemic continuous improvement process to bring about improvement. This process forms the “roof” of the Framework. The school system must be dedicated to the concept and process of systemic continuous improvement.
Today’s session will focus on one of the high yield practices found in the Student/Parent Support Pillar: Systemic Developmental Guidance and Counseling with Strong Character and Career Education

6. Counseling?
REFER TO SLIDE

7. What do school counselors DO?
People have wondered…   
What do school counselors DO?
PRESENTER
Throughout history people HAVE wondered…what is it that school counselors DO? There has not been consensus on this issue.
Take a moment to discuss as a large group what school counselors do on a daily basis.
Chart answers on flip chart paper or a bulletin board. Write down all answers whether they are correct or not.

8. The old question was… The new question is… “What do counselors do?”
“How are students different because of the school counseling program?
PRESENTER
The adjustment to a comprehensive developmental guidance and counseling program is not just providing an answer to “What do counselors do?” but to answering the new and most important question, “How are students different because of what school counselors do?” This is the question that can be answered when schools use a comprehensive developmental guidance and counseling program model based upon the American School Counselor Association’s national standards and national model.

9. West Virginia State Board Of Education Policy 2315
PRESENTER
The state policy requires that counselors spend no more than 25% of their time in planning and managing their programs. This includes administrative and clerical functions necessary to carry out the school counseling program, planning programs, keeping calendars, analyzing data to determine student needs, program auditing, etc. The policy requires that 75% of the counselor’s time be spent delivering direct services to students.

10. ASCA National Model PRESENTER
The ASCA National Model is composed of four areas:
FOUNDATION
DELIVERY SYSTEM
MANAGEMENT SYSTEM
ACCOUNTABILITY
The visual shows that the Foundation, a program’s core beliefs, philosophy and mission dictate both how the program is managed and how it is delivered.
The next two components go hand in hand:
The Delivery System refers to the way in which counselors deliver services.
The Management System ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student.
Both the delivery and management lead to the Accountability component.
And accountability leads back to the Foundation because the results of our program lead to program improvement, which begins once again with the Foundation.

11. Foundation
PRESENTER
Almost every counselor has been trained to use this model. Each was provided the West Virginia Comprehensive Developmental Guidance and Counseling Resource Manual.
We are going to dissect the model and look at how we can use it to build a successful school counseling program.
The Foundation of the program is a district-wide organizational structure or plan that is written and understood throughout the system.
Beliefs and Philosophy – The philosophy is a set of principles (usually a set of “we agree” statements) that guide the development, implementation and evaluation of the program. It is important that all personnel involved in managing and implementing the program achieve consensus on each belief or guiding principal contained in the philosophy.
Mission – A mission statement describes the purpose of the program and provides the vision of what is desired for every student. A school counseling program mission statement aligns with and is a subset of the school and district’s mission.
Domains – The school counseling program facilitates student development in three broad domains: academic, career, and personal/social development to promote and enhance the learning process. Domains are the extension of the mission and focus on the results students will achieve by the time they graduate.
ASCA National Standards/Competencies – The ASCA National Standards outline competencies that are the foundation for the ASCA School Counseling Program model. Student competencies define the knowledge, attitudes, or skills students should obtain or demonstrate as a result of participating in a school counseling program. They are developed and organized into content areas.

12. Philosophy
School counseling programs support a school’s academic mission.
School counseling programs are data driven.
School counselors are involved in every school activity to some degree.
School counselors serve as advocates for all students.
School counselors continue to seek professional development and are involved in their professional association.
PRESENTER
The school’s counseling philosophy should align with the school’s mission.
Having counselors who are knowledgeable, working in collaboration, and who are members of their professional association, strengthens the foundation of the school counseling program.
Having certified counselors who continually seek professional development is an important element in a good counseling program.

13. West Virginia School Counseling Programs 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.
REFER TO SLIDE

14. Domains
The school counseling program facilitates student development in three broad domains:
Academic
Career
Personal/social
The school counseling program helps to promote and enhance the learning process.
PRESENTER
In addition to Beliefs, Philosophy and Mission statement, the Foundation also contains the Domains:
Academic,
Career, and
Personal/Social
All counseling activities can be categorized into one of the 3 domains. These domains or broad areas are further broken down into student competencies.

15. ASCA National Standards and Competencies
This serves as the foundation for the ASCA National Model.
These student content standards and competencies define the knowledge, attitudes or skills students should obtain or demonstrate as a result of participating in a school counseling program.
They are developed and organized into three domains.
PRESENTER
The national standards and competencies serve as the foundation for the ASCA National Model.
The knowledge, attitudes or skills that students should be able to demonstrate, as a result of the school counseling program, are defined in the content standards and competencies.
These standards and competencies are organized into the three domains: academic, career and personal/social.
Policy 2315, however, is a collaborative effort among the school counselor, teachers, and administrators. The crosswalk helps demonstrate and show how all entities, all educators, in the school are to work together to ensure that all students meet the competencies outlined.

16. Why Have A Comprehensive Program?
a focus to “never forget”
an essential component of the educational experience of all students
PRESENTER
High performing school systems address a student’s physical, social and emotional needs through a variety of means. These include:
student support system/s processes that are put in place system-wide, and
curriculum and instruction related to specific personal developmental concepts and skills.
High performing school systems do not leave student’s physical, social and emotional development/support “up to chance.”

17. Rationale
By aligning a counseling program with the school’s mission and school improvement plan, professional school counselors will
partner as leaders in systemic change
ensure equity and access
promote academic, career and personal/ social development for every student
READ SLIDE

18. The National Standards are statements of what all students should know and be able to do as result of participating in a school counseling program.
PRESENTER
By using a standards-based comprehensive guidance and counseling program, school counselors become part of the team. Counselors have standards, benchmarks, and activities which will measure the counseling program’s effectiveness. Counselors are important team players, not just support staff.

19. 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.
REFER TO SLIDE

20. Career Development
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.
REFER TO SLIDE

21. Personal/Social 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.
REFER TO SLIDE

22. What is your county’s/school’s foundation for a comprehensive developmental guidance and counseling program?
Discuss in a large group what this part of the national model looks like in your school or county. Does it fit the national model expectations? Does it fit West Virginia State Board of Education Policy 2315?

23. Management System The Management and Delivery System go hand in hand:
PRESENTER
The Management and Delivery System go hand in hand:
The Delivery System is the way in which counselors deliver services. Again, 75% of the counselors time is spent delivering direct services to students.
The Management System ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student. The Management System is how counselors manage their time, use data, administrator./counselor agreements, calendars, action plans, etc. The Management System is all part of system support. There are indirect services in guidance curriculum, as well as responsive services. Use of a log is how counselors can document and justify their time spent in direct and indirect services.
Both the Delivery and Management lead to the Accountability component. And Accountability leads back to the Foundation because results of our program lead to program improvement, which begins once again with the Foundation.
To ensure effective implementation of the program, school counseling staffs make management decisions regarding the organization/assignment of school counselors and the school counseling office, effective implementation of the delivery system and the needs of the department regarding professional development and consultation. These agreements should be negotiated with, and approved by, designated administrators at the beginning of each school year.
Advisory Council – An advisory council is a group of people appointed to review counseling program results and to make recommendations. Representatives are students, parents, teachers, counselors, administration, and community members.
Use of Data – A comprehensive school counseling program is data driven. The use of data to effect change within the school system is integral to ensuring that every student receives the benefits of the school counseling program. School counselors must show that each activity implemented as part of the program was developed from a careful analysis of students’ needs, achievement and/or related data.
Student Monitoring - Monitoring students’ progress ensures that each student receives what he or she needs to achieve success in school. Areas to be monitored can include student achievement data, achievement-related data and standards and competency-related data. Collection, analysis, and interpretation of student achievement data may be systemic by district, or specific to school site, grade, class or individual.
Closing the Gap - The use of data should drive the program. The needs surface when disaggregated data is analyzed for every student. Data is necessary to determine: Where are we now? Where should we be? and Where are we going to go? Data identifies needs and discrepancies between the desired results and the results currently being achieved. Action Plans –For every competency and result assumed by counselors, there must be a plan of how the counselor intends to achieve the desired result. Each plan contains (1) the competency addressed, (2) the description of the activity, (3) the data which drives the decision to address the competency (4) time activity is to be completed, (5) who is responsible for delivery, (6) the means of evaluating student success, and (7) the expected results for students.
The use of time & calendars help the school counselor stay aligned to the educational goals of the state, county, and school and help others to understand what he/she does daily, monthly, and yearly.

24. We Do This By
Aligning the school counseling program to the mission of the school
Using data to demonstrate the need for change
Focusing on improving student achievement
Connecting the school counseling standards with the academic learning standards
Identifying specific student competencies to achieve the school’s goals
Collaborating and teaming with colleagues
REFER TO SLIDE

25. What does your county’s/school’s management system for a comprehensive developmental guidance and counseling program look like?
Discuss in a large group what this part of the national model looks like in your school or county. Does it fit the national model expectations? Does it fit West Virginia State Board of Education Policy 2315?

26. Delivery System PRESENTER
This component shows how we deliver services to our students. The next slides will talk about the various components of the school counseling program delivery types.

27. Guidance Curriculum
Consists of structured developmental lessons (i.e. character education & career development)
Designed to assist students in achieving competencies
Presented systematically
Delivered using a collaborative model involving the school counselor, classroom teachers, and other appropriate education professionals.
PRESENTER
Guidance Curriculum – The guidance curriculum component consists of structured developmental lessons designed to assist students in achieving the competencies and is presented systematically through classroom and group activities K-12 (not necessarily presented by the school counselor). The purpose of the guidance curriculum is to provide every student with the knowledge and skills appropriate for the developmental level.  

28. Individual Planning with Students
Activities coordinated by counselors that assist students in developing personal goals and future plans
Academic/career/personal/goal setting
Career planning
Individual student academic planning
Interpretation of and application of assessment information
Parental and school staff involvement
PRESENTER
Individual Student Planning– The individual planning component consists of school counselors coordinating ongoing systemic activities designed to assist individual students in establishing personal goals and developing future plans.

29. Responsive Services 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
PRESENTER
Responsive Services – The responsive services component consists of activities to meet the immediate need of students. These needs require counseling, consultation, referral, peer mediation or information.  

30. Responsive Services May address these and many others Peer pressure
Family relationships
Grief and loss
Child abuse
Dropout prevention
Conflict resolution
Personal identity issues
Suicide and accidents
Attendance problems
Motivation and achievement issues
PRESENTER
There are numerous other immediate needs that students have – these are just a few.

31. Responsive Services
Services for student with a severe crisis are usually short term in nature.
The counselor may act as a facilitator between school/student and resources agency.
The school counselor may facilitate or serve on a school/community crisis response team.
REFER TO SLIDE

32. System Support
System support includes activities that establish maintain and enhance the total school counseling program
Professional development
Consultation
Collaboration and teaming
Data analysis and interpretation
School improvement plan development and implementation
PRESENTER
System Support – System support consists of the administration and management activities that establish, maintain and enhance the total counseling program.

33. Delivery System Elementary Middle High School Guidance
Curriculum 35-45% % %
Individual
Planning % % %
Responsive
Services % % %
System
Support % % %
PRESENTER
ASCA and WVBOE Policy 2315 recommend these percentages of time to be spent in delivering the school counseling program.
These percentages are targets and are meant to create an awareness of use of time. For example, a school counselor who is spending 50% of his or her time on system support activities is not meeting the standard of practice, as outlined in the State Code and Policy 2315.
These percentage of times are based upon the developmental level and need of the students at each level.

34. How are your counselors spending their time
How are your counselors spending their time? Is their time similar to the suggested percentage of times? If not, what needs to be revised or created to allow this to happen?
PRESENTER
Look at your current counselor’s time. What needs to be revised to match the national model? What areas are not being addressed by your counselor due to the schedule or the way the program is being addressed? What needs to be developed, revised, or adjusted for this to happen?

35. Accountability PRESENTER
Accountability is the piece that helps show the validity of the comprehensive developmental guidance and counseling program. It shows how the work impacts students.
Results Reports– Results reports, which include process, perception and results data, ensure that programs are carried out, analyzed for effectiveness, and changed and improved as needed. Sharing these reports with stakeholders serves to advocate for the students and the program. Immediate, intermediate and long range results are collected and analyzed for program improvement.  
School Counselor Performance Evaluation – The school counselor’s performance evaluation contains basic standards of practice expected of school counselors implementing a school counseling program. These performance standards serve as both a basis for counselor evaluation and as a means for counselor self-evaluation.  
Program Audit/Evaluation – The program audit provides evidence of the programs alignment with ASCA National Model for School Counseling Programs. The primary purpose for collecting information is to guide future action within the program and to improve future results for students.
You will see that arrows from the Management System and Delivery System point to Accountability system because the Management System is used to determine what programs to deliver. Counselors must then evaluate whether the programs they are delivering are getting the results they want.

36. Use of Data
Analyze and use data to examine and improve student outcomes
Establish and assess measurable outcomes for counseling programs
Use school-based data to support decision making
Use data from surveys, interview, focus groups, and needs assessments to address student needs
REFER TO SLIDE

37. Analyze School Data Disaggregating your data demands attention!
Take a good look at the overall school data to guide your program:
WESTEST Scores
Attendance data
Drop out rate
GPA’s or DFI Lists
Course enrollment patterns
Discipline referrals/suspensions
Parent involvement
Disaggregating your data demands attention!
PRESENTER
As “No Child Left Behind” has proven, we are all at attention, as our disaggregated data scream of deficiencies.
It is very simple. ALL educators, including school counselors, are expected to produce results or a major revolution in the way schools are presently organized is about to occur. The first inkling of this revolution is the option to transfer out of low performing schools AND have transportation provided for those students, who so choose. We have been duly warned. The ramifications of this option are broad, limited only by our own imaginations. We must focus our efforts where they need to be, and quit blaming and complaining about the fact that we are no longer able to “Leave No Child Behind”.
I mean, really, how does that sound for us to say, “Yes, BUT, some children must be left behind because their parents don’t care enough to get them to school regularly, or their IQ’s are low, or their behavior is so out of control that they can’t be taught anything, or whatever other reasons we conjure?” The time has come for us to put up or shut up.
School counselors can help students meet academic expectations, IF they are encouraged and supported in their efforts. School counselors bring to the table a unique perspective on student problems and school programming, because they have masters level training in mental health – most likely the only one in the school holding this credential. To use a school counselor as an administrative assistant or a provider of teacher planning periods is to overlook a tremendous resource in the school.

38. Reality Check
What does the data tell you about the current situation in your school?
What needs to change?
What can the school counseling program do to create the necessary changes to support student success?
PRESENTER
When looking at the data sources that are available, do a reality check.

39. 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.
PRESENTER
When using a data-driven comprehensive developmental guidance and counseling program, the results will be shown to all. Every student will benefit from the counseling program. All students will be better prepared for life after high school and for transition from one grade to the next.

40. How is your comprehensive developmental guidance and counseling program addressing accountability?
PRESENTER
How is your program addressing accountability? Is it being addressed? If so, how? If not, what needs to happen to make this occur? What would the benefits possibility be in addressing accountability with your counseling program?

41. What are the benefits of a comprehensive developmental guidance and counseling program?
REFER TO SLIDE

42. Benefits for Students Increases classroom performance
Involves ALL students in the guidance and counseling program
Provides consistent developmental lessons in grades K-12
PRESENTER
A comprehensive developmental guidance and counseling program, based on the ASCA National Model and standards, benefits all.
It is important to discuss with staff the benefits for students, counselors, parents, administrators and the school.

43. Benefits for Counselor
Provides clear role and function responsibilities
Eliminates non-guidance functions
Creates a tool for program management
Provides an opportunity to reach ALL students
REFER TO SLIDE

44. Benefits for Parents Improves home to school communication
Involves parents in the educational process
Increases collaboration between parents and school staff
REFER TO SLIDE

45. Benefits for School Provides a team effort to address students needs
Provides program structure with specific content
Promotes career development with core curriculum
REFER TO SLIDE

46. Benefits for Administrators
Provides program structure with specific content
Promotes accountability and meets need of GAP students
Promotes a proactive, prevention-based program
Promotes career development integration with core curriculum
REFER TO SLIDE

47. For more information related to school counselors contact
Lisa Burton, Coordinator
West Virginia Department of Education
Office of Student Services and Health Promotion
Phone – –