1. Student Success Centers: A Model for Funding and Training SCHOOL COUNSELING TRANSFORMED

2. PRESENTERS  Amber Baughman, Sabri Dogan, & Dr. Felice Kassoy  The Ohio State University  Counselor Education

3. WHY ARE YOU HERE?  Write down 1-2 questions that you hope to answer in this session.  What are the challenges to funding you experience?

4. HISTORICAL OVERVIEW  TSCI – DEWITT-WALLACE FUNDS FOR A NEW VISION FOR SCHOOL COUNSELING -- 2002, Dr. Susan Sears  Ohio State University one of the six grantees  Funds used to establish “Student Support Centers” in high-needs high schools in under-resourced urban school district with low graduation rates  Concurrent services to K-12 students and training for professional school counselors

5. EVOLVED INTO FUNDING CYCLE  Grant funds (DeWitt-Wallace funds)  School district funded  Grant funds (AT&T funds, 2008-2012)  School district funded (current)

6. CENTERS DEFINED  STUDENT SUPPORT CENTERS: Mental health emphasis, data collection  STUDENT SUCCESS CENTERS: Drop- out prevention, holistic services  Student Success Skills curriculum  Counseling  Data collection challenges

7. CURRENT MODEL: STUDENT SUCCESS CENTERS  Center is open 20 hours per week per school  Staffing: Doctoral supervisor and interns, practicum students  Currently in one district, 2 school buildings, 4 schools total  Unique District model: Social worker is MH coordinator, School counselor is devoted to only College and Career efforts

8. SCHOOL A COUNSELOR SOCIAL College & Career WORKER MH OSU CENTER COUNSELOR SOCIAL College & Career WORKER MH SCHOOL B

9. ADVANTAGES  Independent funds for doctoral GA support (doc students supervise  Department picks up costs until district pays invoice  Field Training of new counselors congruent with classroom learning  Interns mentor practicum students

10. IMPORTANT TO CONSIDER :  In this model, district is a “customer” purchasing services.  Implications for relationship with school administration and fidelity to mission of school counseling (ASCA National Model)

11. DISADVANTAGES  Funds vary with fiscal climate of district (levies and state funding)  Districts do not always pay on time  Field counselors not always thrilled that district is bringing in a Center to “take all the fun stuff”  Very time and labor intensive!!!

12. TIME AND LABOR INVESTMENT  Faculty (and GA) coordinate the work of the Centers  Negotiate the Center contract with district/building  Work with building administration to define work of Center  Work to expand opportunities, develop new Centers  Work with the University to develop budget for center

13. TIME AND LABOR INVESTMENT  Supervision of supervisors provided for all doctoral supervisors  Monitor development and growth for interns and practicum students  All documents of the Center must be created:  Manual  Permissions  Referral forms

14. TRAINING ISSUES  ADVANTAGES:  Students see transformed school counseling at work  DISADVANTAGES:  Students also see narrowed roles of school counselors in building  Students worry that they are not seeing the “real” job of school counselor

15. INDIVIDUAL EXPERIENCES WITH CENTERS

16. QUESTIONS? COMMENTS?