1. The “NEW” Wisconsin Comprehensive School Counseling Model
From Theory to Application

2. School Counseling Gary L. Spear, Ed.S
Consultant - School Counseling Programs
WI Department of Public Instruction
P.O. Box 7841
Madison, WI
ph:
fax:

3. WCSCM – A Shift from: What do counselors do? to
How are students different because of
the school counseling program?
ASCA [2002]

4. The “ NEW” WCSCM ASCA National Model
National Consortium for State Guidance Leadership
The Educational Trust: Transforming School Counseling Initiative
National Career Development Guidelines
WDGM
Standard e

5. WCSCM: Relevance Wisconsin Covenant New Wisconsin Promise
Partnership for 21st Century Skills
American Diploma Project
State Superintendent’s High School Task Force Report [High School Redesign]
NCLB
Standard e

6. WCSCM: Relevance 21st Century Competencies Top Skills
Information and communications technology literacy
Critical thinking
Communications
Collaboration
Global awareness
Business, economic, and civic literacy
Top Skills
Professionalism and work ethic
Oral and written communications
Teamwork and collaboration
Critical thinking and problem solving

7. WCSCM – Underlying Principles
Serve all students and provide opportunities for all grades K-12.
Curriculum is developed and delivered by counselors, faculty, and community.
Counselors time is calendared among the four components of a comprehensive school counseling program.
Parents are involved and the community helps deliver services.
Curriculum is standards based and competency driven.

8. Rationale for a Comprehensive School Counseling Program
A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students. • ensures equity and access to a rigorous education for all students • identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program • is delivered to all students in a systematic fashion • is based on data-driven decision making • is provided by a state-credentialed school counselor

9. WCSCM Delivery System Four Components
School Counseling Curriculum: classroom, curriculum development, group activities, parent workshops
Responsive Services: individual & small groups, crisis, consultations, referrals
Individual Student Planning: individual & small group appraisal or advisement, conferences, learning plans
System Support: professional development, consultation, collaboration, program management

10. School Counseling Curriculum
Career
“All Work is Noble”
Personal/Social “ Character is Essential”
Academic
“Learning is Lifelong”
A comprehensive scoped and sequence guidance curriculum provides content in a systematic way to all students K-12. The purpose is to develop student awareness, skill development, and application of skills needed in everyday life. Activities include classroom presentations, group activities, school wide events, field trips,

11. School Counseling Curriculum – Three Domains
Academic Domain
Core Content Standards: A, B, C
A: Students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the life span.
B: Students will develop the academic skills and attitudes necessary to make effective transitions from elementary to middle school, from middle school to high school, and from high school to a wide range of postsecondary options
C: Students will understand how their academic experiences prepare them to be successful in the world of work, in their interpersonal relationships, and in the community

12. School Counseling Curriculum – Three Domains
Personal/Social Domain
Core Content Standards: D, E, F
D: Students will acquire the knowledge, attitudes, and interpersonal skills to understand themselves and appreciate the diverse backgrounds and experiences of others.
E: Students will demonstrate effective decision-making, problem-solving, and goal-setting skills.
F: Students will understand and use safety and wellness skills.

13. School Counseling Curriculum – Three Domains
Career Domain
Core Content Standards: G, H, I
G: Students will acquire the self-knowledge necessary to make informed career decisions.
H: Students will understand the relationship between educational achievement and career development.
I: Students will employ career management strategies to achieve future career success and satisfaction.

14. School Counseling Curriculum: Student Standards
Content Standards
Core Performance Standards
Benchmarks [2, 5, 8, 12]
Content Standard = A
Core Performance = 1
Benchmark = 5.1.1
Ex. = A.2.3.1, D.8.2.1, I [format under review at DPI]

15. Individual Planning Assessment Advisement Transition Planning
Accommodations
Individual Learning Plans
Student/Parent Conferencing
Individual planning assists students in planning, monitoring, and managing their personal and career development. Provide examples for each activity in this component. Advisement might include WKCE, ACT, Self Directed Search, learning style inventories, etc. Advisement might include course planning, or career planning. Transition planning could include post high school planning, transitioning between middle school and high school, etc. Accomodations might include 504 Plans, Children At Risk curriculum modifications, Special Education IEP, etc.

16. Responsive Services Personal Counseling Sessions
Support Group Facilitation
Crisis Response
Coordination, referral and outreach with community agencies
Responsive services address the immediate concern of students. The purpose is prevention and intervention regarding a number of issues that students bring to school; issues counselors deal with include divorce, abuse, depression, loss, AODA, suicide, coping, family issues, etc.

17. System Support Public Relations Community and Parent Involvement
Staff Development
Professional Development
Information Management Services
System support includes program, staff, and school support activities that counselors perform just as other teachers and staff perform in the usual course of the day for the school and the program.

18. Calendaring Program activities are calendared.
Counselor time usage plan is followed.
Use of time is focused on the
developmental needs of all students.
Starts on first day of school and
ends on last day of school.
To implement a comprehensive school counseling program the activities need to be calendared. Calendaring assures accountability and delivery of the program. It also prevents wavering from the purpose of serving all students.

19. Elementary Time

20. Middle School Time

21. High School Time

22. Career Domain
Standard H: Students will understand the relationship between educational achievement and career development.
Core - H.1: Attain educational achievement and performance levels needed to reach personal and career goals.
Benchmark - H.8.1.5: Develop an action plan to enhance educational achievement and attain career goals.

23. Educational/Career Conference
Individual Learning Plan
Academics – courses, experiences, plans
Extracurricular/Co-curricular
Postsecondary
Occupational/career plans
Goals
Personal strengths and weakness
Obstacles
Curriculum based

24. Individual Learning Plan
Program Plan of Study
High school courses
Appropriate to career pathway
Required and elective
Postsecondary
High school – youth options or alternative education
College or tech college
Career enhancement
Work-based learning
Training options

25. Accountability/Evaluation
Program Audit
Needs Survey [pre/post]
Students
Parents
Staff
Community
Counselor Performance
Program Evaluation
Student Progress
Advisory Committee

26. Impact of Comprehensive School Counseling Program
Increased student achievement K-12
Increased attendance rates
Increased collaboration between parents, community and school
Increased enrollment in higher level courses and career classes
Increased post-secondary school enrollments
Decreased discipline problems, suspensions, and expulsions
Decreased drop out rate

27. Research on School Counseling Effectiveness
Elementary Guidance –Academics
Hadley [1988] – Elementary guidance activities have a positive impact on student academic achievement
Borders & Drury [1992] – School counseling interventions have a substantial impact on student educational development and improved school attendance
Boutwell & Myrick [1992] – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes

28. Research on School Counseling Effectiveness
Elementary Guidance – Academics
Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement in Lang Arts.
Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance
Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores

29. Research on School Counseling Effectiveness
Middle School Guidance – Academics
Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math and Lang Arts
Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in Lang Arts
Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendance
McElroy [2000] – Counselors directly support the schools academic mission
Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have students earning higher grades

30. Research on School Counseling Effectiveness
High School Guidance – Academics
Myrick [1987] – Developmentally-based programs promote student development and academic success.
Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student educational development and improved attendance.
Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals.

31. Research on School Counseling Effectiveness
High School Guidance – Academics
Nelson, Gardner & Fox [1998] – Schools with more fully implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test.
Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time.
Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs.
Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.

32. WCSCM: Delivered By All
Counselor Role: To lead, facilitate, and provide direct services.
Faculty have a role in delivering curriculum.
Community partners in program delivery.
The role of the counselor is critical but others in the school and community are needed to help deliver the program. Examples of community partners include volunteers who guest instruct a lesson from the guidance curriculum, employers who sponsor job shadow experiences for students, organizations that sponsor a career fair or college fair for students. Faculty help deliver the program by teaching a lesson on career planning, or study skills, or lerning styles, etc.

33. From Entitlement … To Performance
At-risk emphasis
Crisis driven
“On call” approach
Measures amount of effort
Attends to process of doing work
Focus on good intentions
Works to maintain the existing system
Talks about how hard they work
Owned by the counseling staff
Provides to ALL students
Curriculum driven
Calendared time
Measures impact related to goals
Attends to goals, objectives and outcomes
Focus on accomplishments
Changes and adapts to be responsive
Talks about effectiveness
Community owned and supported

34. Comprehensive School Counseling and ESEA/NCLB
Attendance / Truancy
Alternative programs
Character Education
Conflict Resolution
Counseling
Drop Out Retention
Parent Involvement
Classroom Management
Pupil Services Personnel

35. How School Counseling Programs Impact Students
As students understand themselves, explore the world around them and establish goals for their futures, they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their careers tomorrow.
Purpose and Direction

36. Summer Training 2007 June 19 - 22 @ Hayward [CESA 11/12/WITC]
July 16 – Rice Lake [CESA 11/12/WITC]
July 30 – Aug Fennimore [CESA 3]
Aug 6 – Rhinelander [NATC/CESA 9]
Aug 13 – West Salem [CESA 4]