Redesigning School Counseling

Redesigning School Counseling
American Student Achievement Institute ASAI Welcome to: Redesigning School Counseling ADVISORY COUNCIL MEETING 1 NOTE: Place this slide on the screen as people are entering the room. Documnt (c) 2008 American Student Achievement Institute

Introduction: REDESIGNING SCHOOL COUNSELING ASAI Document 1.4 American
Student Achievement Institute ASAI Introduction: REDESIGNING SCHOOL COUNSELING Document 1.4 NOTE: After doing introductions and the warm up activity, use the following slides to introduce Redesigning School Counseling (before the break) and the Redesigning School Counseling Process (after the break). Documnt (c) 2008 American Student Achievement Institute

ASAI What is School Counseling ?
American Student Achievement Institute ASAI What is School Counseling ? SCRIPT: Let’s begin by answering the question “What is school counseling?” This will give us a common understanding of the field of school counseling and a common set of terms that we will use to describe various components of school counseling. Documnt (c) 2008 American Student Achievement Institute

PURPOSE OF SCHOOL COUNSELING
To enable all students to successfully prepare for: Education at the Next Level Responsible Citizenry SCRIPT: The purpose of school counseling is to enable ALL students to be successfully prepared for: education at the next level responsible citizenry employment in a global economy Employment in a Global Economy Documnt (c) 2008 American Student Achievement Institute

SCOPE OF SCHOOL COUNSELING
Guidance Counseling Advocacy Management SCRIPT: School counseling includes the following activities: Guidance, counseling, advocacy and management. We’ll define those terms over the next few slides. Documnt (c) 2008 American Student Achievement Institute

DEFINITIONS: Direct Services
GUIDANCE The help all students receive from parents, teachers, counselors, community members and others to assist with educational, career, and citizenship development. COUNSELING The help some students receive from credentialed professionals to address personal and social problems that are interfering with learning. SCRIPT: Guidance and counseling are direct services. Guidance is (refer to definition on the slide). The emphasis in this definition is ALL students. Every student can use help in their development. Counseling, on the other hand is (refer to definition on the slide). Counseling is not for all students. Counseling is the help that some students need in order to address personal and/or social problems that interfere with learning. In most schools, 100% of the students will report they could use guidance in various ways, while about 20% will report that they could use help with addressing a personal or social problem that is interfering with learning. Documnt (c) 2008 American Student Achievement Institute

DEFINITIONS: Indirect Services
ADVOCACY Advocating for systemic change to develop an environment that supports learning for ALL students. MANAGEMENT “Behind the scenes” tasks necessary for the school counseling program to run smoothly and efficiently. SCRIPT: Advocacy and management are indirect services. These activities are important to the school counseling process but happen behind the scenes, when counselors are not face-to-face with students and parents. As student advocates, counselors promote environments that support learning for ALL students. As program managers, counselors perform administrative and clerical tasks that support the school counseling program such as finding career speakers or writing a senior financial aid newsletter. Documnt (c) 2008 American Student Achievement Institute

Sound Student Choices ACHIEVEMENT School Counseling
Impact on Achievement ACHIEVEMENT Sound Student Choices GUIDANCE COUNSELING SCRIPT: School counseling has a significant impact on student achievement in this way. When students receive effective guidance and student counseling, they tend to make sound choices in areas that impact achievement. When students make sound choices in areas that impact achievement, student achievement tends to increase.

CURRENT PRACTICE IN MANY SCHOOLS
Lack Common Vision School Counseling Defined as a POSITION Lack Common Language Lack Standards Lack Curriculum SCRIPT: The challenges in school counseling stem from the fact that school counseling is traditionally defined as a position, rather than as a program. Defining school counseling as a position has made it impossible to have a common vision, a common language, a guidance curriculum, and program standards. Documnt (c) 2008 American Student Achievement Institute

Consequences of Undefined Programs
Too few school counselor positions Resulting in high student to counselor ratios ASCA recommendation: 250 students : 1 counselor Our school’s ratio: XXX students : 1 counselor Our state’s ratio: Assignment of Non-Program Tasks DEFINITION: Counselor tasks that do not help students: Learn knowledge and skills that will help them make sound academic, career or social-personal decisions Address a person-social problem that is interfering with learning. SCRIPT: When school counseling programs are not defined, two consequences occur. ***** First, it is difficult to justify school counseling positions when few people understand the value of school counseling. The American School Counselor Association recommends that each counselor have no more than 250 assigned students. However, the average school counselor in our state supports XX students. Counselors in our school support an average of XX students. ***** A second consequence when school counseling programs are not defined is that non-program tasks tend to be assigned to counselors. Non-program tasks are activities that do not help students 1) learn knowledge and skills that will help make sound academic, career or personal-social choices, or 2) address a personal-social problem that is interfering with learning. Most non-program tasks , like printing report cards, are beneficial to the school and someone must do them. However, they are not part of the school counseling program and they take school counselors away from serving students . NOTE: Fill in your state and school ratios prior to the presentation. If you are unable to find your state counselor-to-student ratio, delete that section from the slide. THE BOTTOM LINE: Many counselors lack the time they need to effectively serve students. Documnt (c) 2008 American Student Achievement Institute

SPOTTY SERVICES College prep Parents refer Troublemakers
Consequences of Undefined Programs SPOTTY SERVICES College prep Parents refer Troublemakers Teachers refer Special education Law refers (annual case conference). SCRIPT: When counselors don’t have enough time to serve all students, their services tend to be spotty. Students referred by adults to the counselors are much more likely to receive services. Those students tend to be 1) college-prep students who are encouraged by their parents to see their counselor about college applications and financial aid; 2) trouble-makers whose teachers refer them to counselors for assistance, and 3) special education students who are required by law to participate in guidance each year through an annual case conference. Documnt (c) 2008 American Student Achievement Institute

ALL Students Redesigning School Counseling
SCRIPT: Redesigning School Counseling will help us design a school counseling system that reaches ALL students. Documnt (c) 2008 American Student Achievement Institute

ASAI GUIDANCE Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling GUIDANCE SCRIPT: Let’s take a more in-depth look at guidance. Documnt (c) 2008 American Student Achievement Institute

Guidance Curriculum Academic Development
All 5th graders will demonstrate learning skills. ( ) All 8th graders will write a 4-year course plan for high school. ( ) All 12th graders will write a postsecondary transition plan. ( ) Career Development All 5th graders will analyze a career interest inventory. ( ) All 8th graders will write a career plan. ( ) All 11th graders will describe effective interviewing practices. ( ) Personal-Social Development All 5th graders will demonstrate active listening. ( ) All 6th graders will discuss methods for preventing bullying. ( ) All 12th graders will describe conflict management techniques. ( ) * Numbers refer to indicators found in the Indiana Student Standards for Guidance. SCRIPT: Schools participating in RSC establish guidance as a curriculum, just like an English or math curriculum. In guidance the “subject areas” are Academic Development Career Development Persona-Social Development Each of these subject areas include knowledge and skills that students must learn to be prepared for their future. We’ll refer to the knowledge and skills within each subject area as “indicators.” These statements “indicate” the knowledge and skills that students must learn to be prepared for the future. You’ll note that each indicator includes a group of students, (for example, all fifth graders) and the knowledge or skill that we want the students in that group to be able to demonstrate. Documnt (c) 2008 American Student Achievement Institute

Guidance Lesson Plans Lesson Title: Learning Styles
Guidance Goal (indicator): All students will describe ways in which they can adjust their classroom learning strategies to compliment their learning style. Materials: Learning Style Assessment Learning Style Activity Sheet Time Required: 50 minutes Procedure: 1. Introduce the activity by explain- ing that people learn in different ways (see facilitator notes). 2. Distribute copies of the “I Like Your Style” learning styles . . . SCRIPT: Once the indicators are written, the next step is to develop lesson plans that will help our students master the indicators. Documnt (c) 2008 American Student Achievement Institute

Guidance Settings Individual Guidance Classroom Guidance
SCRIPT: The lesson plans may be implemented with one student at a time which is called “individual guidance” or with many students at a time which is called “classroom guidance.” Documnt (c) 2008 American Student Achievement Institute

Guidance Lesson Providers
School Counselors Teacher Advisors Community Members Classroom Teachers SCRIPT: The guidance lessons may be implemented by a variety of people in the school and in the community. In many schools, counselors send the guidance indicators to all their teachers and to representatives of community groups interested in the community’s young people accompanied by these two questions: 1) Where are you already addressing these indicators? Where could you a) incorporate these indicators into a lesson you are already doing in class , or b) develop a community activity to address one or more indicators Documnt (c) 2008 American Student Achievement Institute

ASAI COUNSELING Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling COUNSELING SCRIPT: Next, let’s look at counseling. Documnt (c) 2008 American Student Achievement Institute

Social and Personal Situations that May Interfere with Learning
Abuse Adoption Issues Anger Anxiety Cheating Conflicts Cults Depression Divorce Drugs / Alcohol Eating Disorders Family Issues Friend Issues Homelessness Hunger Run Away Self Image Stress Suicide Teen Parenting Violence SCRIPT: A variety of personal and social problems may interfere with learning (refer to slide) Documnt (c) 2008 American Student Achievement Institute

Student Assistance Team
TASKS A Receive referrals B Review cases C Recommend interventions D Follow-up SCRIPT: Counseling activities may be managed by a Student Assistance Team. This team receives referrals about students who have personal or social problems that are interfering with learning. Referrals may come from teachers, parents, or the students themselves. The team reviews the student’s case and recommends interventions. After the interventions have been put in place, the team reconvenes to evaluate the effectiveness of the interventions and make recommendations for adjustments if needed. Team Members Licensed student assistance professionals (counselors, social workers, psychologists) Trained teachers Trained administrators Documnt (c) 2008 American Student Achievement Institute

Student Assistance: Intervention Options
Level Interventions Provider 3 Counseling Individual Group Crisis Consultation Referrals Licensed: School Counselors School Social Workers School Psychologists 2 Friendly Listening Information Sharing Peer Helpers Teacher Advisors Community Mentors 1 Seat Assignment Homework Log Parents Teachers SCRIPT: Counseling interventions may be at three levels. Interventions at level three are usually reserved for students having more significant challenges. These interventions are implemented by licensed professions who provide a variety of counseling, consultation, and referral services. Level two interventions are provided by people having training in active listening, limits of confidentiality, and the school’s referral process. Level one interventions are implemented by people having no training in counseling or active listening. Documnt (c) 2008 American Student Achievement Institute

ASAI ADVOCACY Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling ADVOCACY SCRIPT: A third focus of school counseling is advocacy. Documnt (c) 2008 American Student Achievement Institute

GOAL: All students master a rigorous academic curriculum.
Advocacy GOAL: All students master a rigorous academic curriculum. Groups of Students Individual Students SCRIPT: School counselors advocate on behalf of students for change. In some cases, counselors may advocate for a group of students if a school policy or procedure is interfering with their learning. In other cases, school counselors advocate for an individual students when the an environment is interfering with the learning of that student. Documnt (c) 2008 American Student Achievement Institute

ASAI PROGRAM MANAGEMENT Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling PROGRAM MANAGEMENT SCRIPT: Counselors also spend time managing their programs. Documnt (c) 2008 American Student Achievement Institute

Management Tasks Program Development Personal Development Networking
Visioning Needs assessment Resource development Activity development Materials development Personal Development Conferences Workshops Seminars Graduate courses Professional reading Networking School Improvement Team Teachers / administrators Parents Community agencies Community businesses Evaluation Student evaluation Choices Guidance indicators Counseling goals Program evaluation Counselor evaluation SCRIPT: School counselors engage in four types of activities as they manage their school counseling program: Program development, personal development, networking and evaluation. Please keep in mind that these activities support the school counseling program specifically and not the school in general. Documnt (c) 2008 American Student Achievement Institute

ASAI NON-PROGRAM Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling NON-PROGRAM SCRIPT: In addition to counseling program activities, many school counselors are asked to perform non-program tasks – tasks that have nothing to do with guidance, counseling, or student advocacy. Documnt (c) 2008 American Student Achievement Institute

NON-PROGRAM ACTIVITIES
Those activities which do not help students: Master guidance standards Address personal or social problems that are interfering with learning SCRIPT: Non-program tasks include those activities which do not help students (refer to slide) Documnt (c) 2008 American Student Achievement Institute

Common Non-Program Activities
ADMINISTRATION State Testing State Reports Special Education Gifted & Talented Book Rental Substitute Teaching Attendance RECORDS Report Cards Transcripts Grade Point Averages Class Ranks Honor Rolls SCHEDULING Master Scheduling Balancing Class Loads SCRIPT: Most non-program tasks tend to fall within these areas: 1) program administration, 2) record keeping, and 3) master scheduling. However, some non-program activities do not fall within those three areas. Each of tasks listed on this slide is important for the school to function. However, when counselors perform these tasks, they have less time to provide guidance, counseling and advocacy for students. OTHER Awards Graduation Discipline Documnt (c) 2008 American Student Achievement Institute

ASAI PROGRAM BALANCE Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling PROGRAM BALANCE SCRIPT: Let’s talk for a minute about program balance. Documnt (c) 2008 American Student Achievement Institute

Program Time Use Goals TASK TARGET ACTUAL GUIDANCE % COUNSELING
ADVOCACY MANAGEMENT NON-PROGRAM SCRIPT: As we work together this year, we’ll talk about the percentage of time that we’d like our counselors to spend in each of the five areas listed on the slide. There is no “correct” usage of time. We’ll identify percentages that make the most sense for our students and our community. Currently, our counselors are logging their use of time in 20-minute increments. After we establish the time-use targets, we’ll see how close our current counseling program comes to our time-use goals. If we’re not close, we’ll talk about how to make adjustments. Documnt (c) 2008 American Student Achievement Institute

ASAI ACCOUNTABILITY Redesigning School Counseling American Student
Achievement Institute ASAI Redesigning School Counseling ACCOUNTABILITY SCRIPT: We’ll also look at school counseling accountability during the RSC initiative. Documnt (c) 2008 American Student Achievement Institute

Sound Student Choices ACHIEVEMENT School Counseling
Impact on Achievement ACHIEVEMENT Sound Student Choices GUIDANCE COUNSELING SCRIPT: Let’s begin thinking about accountability by remembering that school counseling impacts achievement by enabling students to make sound choices in areas that impact learning.

Accountability Measurements
% reaching targeted academic goals % making targeted choices % mastering targeted guidance indicators % attaining personal goal set in counseling SCRIPT: As we evaluate our school counseling program, we will set goals and review data in each of these areas (refer to screen).

STEP 1 Achievement Goals
ACHIEVEMENT DATA % reading at grade level % passing the state English / LA test % passing the state math test % graduating % earning an advanced diploma % earning a 3 or higher on an AP test Earn 2 credits in Algebra I SCRIPT: We’ll begin by identifying a few achievement areas that we would like our school counseling program to impact. Examples are on the screen. Documnt (c) 2008 American Student Achievement Institute

STEP 2 Student Choice Goals
STUDENT CHIOCE DATA % turning in all homework % with no discipline referrals % enrolling in Algebra in 8th grade % creating a four-year high school course plan % visiting a college campus % participating in extra help programs % enrolling in AP courses SCRIPT: Next, we will identify areas that will help students reach our achievement goals provided that students make sound choices in those areas. Some of these areas may include (refer to the screen). Documnt (c) 2008 American Student Achievement Institute

STEP 3A Counseling Goals
COUNSELING DATA % attaining a personal goal established in individual or group counseling SCRIPT: School counseling activities are designed to help students address personal and social issues that are interfering with their ability to be productive at school. In other words, students stop coming to school, fail to turn in their homework, have difficulty paying attention in class., are removed from the classroom for disruptive behavior. As school counselors help students address the issues that interfere with learning, the students are then able to demonstrate productive academic behaviors. When evaluating school counseling activities, we will determine the percentage of students involved in counseling who attain one or more personal goal established as part of the counseling process. Examples of personal goals: To use anti-bullying techniques To work through my grief (resulting from my mother’s death) To manage my anger in the classroom Documnt (c) 2008 American Student Achievement Institute

STEP 3B Guidance Goals GUIDANCE DATA Academic
% who demonstrate test-taking strategies % who describe need-based financial aid Career % who name their career interest code % who describe a global economy Personal-Social % demonstrate conflict management skills % demonstrate anger management skills SCRIPT: Finally, we will identify academic, career and personal-social knowledge and skills that support high achievement. We will assess students in these areas to determine the degree to which all students combined have learned the targeted knowledge or skill Documnt (c) 2008 American Student Achievement Institute

Guidance Surveys I can describe an college campus.
Yes Don’t Know No I can describe an college campus. I can state my career interest code. 3. I can use the ABC model to resolve conflicts. Yes Don’t Know No SCRIPT: We’ll use student surveys to help us evaluate the degree to which students have learned the targeted knowledge and skills. his type of self-report isn’t reliable in terms of assessing an individual’s master of the indicators, but when we combine all of the data for our students, we will be able to identify trends in self reported mastery. We have already surveyed our students to obtain baseline data before we implement any changes to our school counseling program. NOTE: Schools may wish to use other methods of assessment such as a student guidance portfolio. Yes Don’t Know No Documnt (c) 2008 American Student Achievement Institute

BREAK ASAI American Student Achievement Institute
Documnt (c) 2008 American Student Achievement Institute

ORGANIZATIONAL STRUCTURE
American Student Achievement Institute ASAI Redesigning School Counseling ORGANIZATIONAL STRUCTURE SCRIPT: The first thing we’ll do as we redesigning our school counseling program is set up an organizational structure for discussions. Documnt (c) 2008 American Student Achievement Institute

Steering Team Conduct seven meetings with a local School Counseling Advisory Council 2. Develop a School Counseling Program Portfolio SCRIPT: The Steering Team will conduct seven meetings with a local School Counseling Advisory Council and develop a school counseling portfolio. Documnt (c) 2008 American Student Achievement Institute

Local Advisory Council
Attend seven meetings Provide input on program design Provide feedback on implemented activities 4. Serve as “ambassadors” for the school counseling program SCRIPT: The local School Counseling Advisory Council will attend seven meetings and provide input on program design. They will also provide feedback as the program is implemented and serve as “ambassadors” for the school counseling program. Documnt (c) 2008 American Student Achievement Institute

ASAI REDESIGN PROCESS Vision-to-Action Redesigning School Counseling
American Student Achievement Institute ASAI Redesigning School Counseling REDESIGN PROCESS Vision-to-Action SCRIPT: Here’s the process that we’ll use to redesign our school counseling program. Documnt (c) 2008 American Student Achievement Institute

REDESIGNING SCHOOL COUNSELING – PROCESS
1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget SCRIPT: ASAI’s Redesigning School Counseling process helps schools redesign their current program to one that is vision-based and data-driven program for the purpose of raising student achievement. ACTION Documnt (c) 2008 American Student Achievement Institute

Advisory Council Meeting 1
Introduction 1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: The first step is to create an Advisory Council. This council provides input and feedback for the school regarding the school counseling program. Members of the Advisory Council represent students, parents, teachers, and community organizations (youth services organizations, business and industry, higher education, etc.). During meeting one, the advisory council establishes group norms and develops an understanding of the Redesigning School Counseling initiative. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Vision 1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: During their second meeting, the Advisory Council establishes a lofty vision for student achievement and for the school counseling program. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Advisory Council Meeting 3 List Priorities: Achievement & Choices
2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: During meeting three, the Advisory Council 1) analyzes student achievement data and student choices data, and 2) develops a list of academic priorities and student choice priorities. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Advisory Council Meeting 4 List Priorities: Guidance & Counseling
2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: During meeting four the Advisory Council 1) analyzes guidance data and counseling data, and 2) develops a list of guidance priorities and counseling choice priorities. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Expand Resources 1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: At meeting five, the Advisory Council analyzes resource data (time, materials, funding) and creates a plan for obtaining additional resources if needed. If the Advisory Council is able to increase the amount of resources available (especially time), the counselors will be able to address more of the priorities identified at meetings 3 and 4. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Set Goals 1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: At meeting six, the Advisory Council sets realistic goals for the School Counseling Program in terms of expected changes in students. Goals will be set in the areas of 1) student achievement, 2) student choices, 3) student mastery of guidance indicators, and 4) student attainment of personal goals set in counseling. The ambitiousness of the goals is determined by the Advisory Council’s priorities (steps 3 and 4) and the existing resource limits - time, materials, funding (steps 5 and 6). 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Select Activities 1 Advisory Council 2 VISION 6 Resource Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: At meeting 7, the Advisory Council will talk about the programs and activities the counselors and others could implement to help students reach the program’s goals. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

Prepare ACTION Post Meetings 1 Advisory Council 2 VISION 6 Resource
Goals 5 Resource Data 4 Program Priorities 3 Student Data SCRIPT: Finally, after the Advisory Council has concluded its meetings, the counselors will prepare for the programs and activities that are to be part of the school counseling program. They will develop lesson plans, prepare a program calendar, and develop an annual budget. 7 Student Goals Achievement Student Choices Guidance Counseling 8 Activities Guidance Counseling Advocacy Management 9 Preparation Guidance Lessons Program Calendar Individual Calendars Annual Budget ACTION Documnt (c) 2008 American Student Achievement Institute

SCHOOL COUNSELING PORTFOLIO
American Student Achievement Institute ASAI Redesigning School Counseling SCHOOL COUNSELING PORTFOLIO SCRIPT: When we’re finished with the Redesigning School Counseling process, we’ll have developed a comprehsnive School Counseling Portfolio. Documnt (c) 2008 American Student Achievement Institute

School Counseling Portfolio
10 SECTIONS (52 documents) 1. Program Foundations 2. Student Data / Priorities 3. Resources 4. Program Goals 5. Guidance Activities 6. Counseling Activities 7. Advocacy Activities 8. Management Activities 9. Professionalism 10. Implementation Plan SCRIPT: This portfolio will include 52 documents organized into 10 sections. Our portfolio will fully the describe the counseling program that our school is providing for students. Documnt (c) 2008 American Student Achievement Institute

American School Counselor Association
ASCA RECOGNIZED MODEL PROGRAM (RAMP) AWARD American School Counselor Association SCRIPT: We plan to submit our School Counseling Portfolio to the American School Counselor Association as part of an application for the ASCA Recognized Model Program or RAMP award. NOTE: Omit this slide if you do not intend to apply for the ASCA RAMP award. Documnt (c) 2008 American Student Achievement Institute

INDIANA GOLD STAR SCHOOL COUNSELING AWARD
Indiana Department of Education SCRIPT: We will also submit our School Counseling Portfolio to the Indiana Department of Education in consideration for the Indiana Gold Star School Counseling Award. NOTE: Omit this slide if your school is not in Indiana or you do not plan to apply for the Indiana Gold Star School Counseling Award. Documnt (c) 2008 American Student Achievement Institute

Thank you! Introduction: REDESIGNING SCHOOL COUNSELING ASAI American
Student Achievement Institute ASAI Introduction: REDESIGNING SCHOOL COUNSELING Thank you! SCRIPT: Thank you for attending our first School Counseling Advisory Council meeting. Documnt (c) 2008 American Student Achievement Institute

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