1. The Wisconsin Comprehensive School Counseling Program Model
Introduce self and other members of the counseling team. Include school building in which you work.

2. Judith Kuse Consultant - School Counseling Programs
WI Department of Public Instruction
P.O. Box 7841
Madison, WI
phone:
fax:

3. How are students different because of the school counseling program?
What do counselors do?
vs.
How are students different because
of the school counseling program?
Wong [2002]

4. Pair and Share
What changes have you seen in the school counseling program in your district over the past two—three years? Identify two changes and explain them to your partner.

5. Comprehensive School Counseling Programs are based upon
National School Counseling Standards
ASCA National Model
Wisconsin Developmental Guidance Model
Standards include benchmarks and competencies that are related to the development of children and the building of character that are necessary for students to be successful academically, socially, and in career endeavors.

6. The GOAL is to help all students:
Learn
about the
world around
them
Learn
about
self
The goal of the comprehensive school counseling program is to serve all students.
And make
meaningful connections
between the two

7. Outcomes include: Increased student achievement K-12.
Increased collaboration among parents, community and school.
Increased post secondary school enrollments.
Decreased discipline problems and dropout rate.
Decreased last minute schedule changes.
Schools that have fully implemented this model are finding these types of outcomes. The Grand Forks School District, a DOE award winning program, experienced these outcomes after implementing the comprehensive school counseling program. Grand Forks was recognized by the DOE as the best school counseling program in the nation for the years 2000 and Grand Forks began developing their program in 1993.

8. Research on Counseling Effectiveness
School Counseling in the Elementary School–Impact on Academic Achievement
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

9. Research on Counseling Effectiveness
School Counseling in the Elementary School– Impact on Academic Achievement
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

10. Research on Counseling Effectiveness
School Counseling in the Middle School– Impact on Academic Achievement
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

11. Research on Counseling Effectiveness
School Counseling in the High School– Impact on Academic Achievement
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.

12. Research on Counseling Effectiveness
School Counseling in the High School– Impact on Academic Achievement
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.

13. From Position to Program
Requires a new view of counseling in schools!
From Position to Program
A position orientation toward school counseling makes it very difficult to implement a comprehensive school counseling program.
A paradigm shift for education

14. FROM: TO: Emphasis on at-risk students Crisis-driven
“On call” approach to use of time
Delivered only by counselors
Owned by counseling staff only
Includes all students
Curriculum-driven
Calendared time
Delivered collaboratively by counselors, faculty, parents, and community members
Owned and supported by the community

15. Underlying Principles
All students are served and opportunities are provided for all grades K-12.
The curriculum is developed and delivered by counselors, faculty, and community.
Counselors’ time is calendared among the four components of the comprehensive school counseling program.
Parents are involved and the community helps deliver services.
The curriculum is standards-based and competency- driven.

16. National School Counseling Standards
Wisconsin Model Academic Standards for School Counseling
Academic Domain
Students develop lifelong learning skills.
Career Domain
Students engage in educational/career planning.
Personal/Social Domain
Students understand themselves and others.

17. School Counseling As a Program
Comprehensive School Counseling Program
Frameworks
Structural
Components
Program
Resources
Standards
Benchmarks
Critical Knowledge
(Competencies)
Definition
Assumptions
Rationale
School Counseling Curriculum
Structured Groups
Classroom Presentations
Individual Planning
Advisements
Assessment
Transition Planning
Responsive Services
Individual Counseling
Group Counseling
Consultation
Referral
Support Services
Management Activities
Community Outreach
Public Relations
Parent Involvement
Professional Development
Personnel
Facilities
Financial
Content
Organizational
Structure, Activities and Time

18. 4 Program Components School Counseling Individual Planning Curriculum
Responsive Services
System Support
Comprehensive school counseling programs include these 4 components and the work of counselors is guided by these components.

19. Pair and Share
Estimate the percentage of time school counselors spend on each of the four components at either the elementary, middle, or high school level in your district. Share your estimate with a partner near you.

20. Calendaring
Program activities are calendared and the program starts on the first day of school and ends on the last day of
School.
A counselor time usage plan is followed.
The time usage plan is focused on the
developmental needs of all students.
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.

21. Suggested Distribution of School Counselor Time
A time usage plan will vary from school to school and district to district based upon the direction of the plan each school adopts and the needs of the students. This is a recommended time distribution and may not reflect your district at this time.
School Counseling Curriculum
Individual Planning
Responsive Services
System Support

22. Program Component: School Counseling Curriculum
Provides school counseling content in a systematic way to all students K-12.
Purpose:
Student awareness, skill development, and application of skills needed in everyday life

23. 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,

24. Curriculum Topics CAREER PERSONAL SOCIAL ACADEMIC Career Awareness
Self-knowledge and Self-management
Goal Setting
Career
Exploration
Cultural Competence
Study Skills
Career Preparation and Planning
Communication Skills
Academic Support
Career Management and Lifelong Learning
Character Education
Transition
Discuss the various types of curriculum activities that are specific to your school.

25. Curriculum: Through the Stages...
35%
School Counseling Curriculum
10%
40%
15%
Curriculum: Through the Stages...
Elementary School
Character education
Anger management
Social skills
Conflict resolution
Developmental assets
Career exploration

26. Curriculum: through the stages...
30%
School Counseling Curriculum
20%
35%
15%
Curriculum: through the stages...
Middle School
Identify career clusters
Explore the relation between classes and career/career preparation
Research careers of interest
Develop an individual learning plan
Begin a career portfolio

27. Curriculum: through the stages...
10%
School Counseling Curriculum
35%
20%
Curriculum: through the stages...
High School
Develop cultural literacy
Explore careers and post-secondary training or education options
Identify learning styles and effective study skills
Create a resume
Generate a transition plan

28. Program Component: Individual Planning
Assists students in planning, monitoring, and managing their personal and career development.
Purpose:
Student educational and career planning, decision making, and goal setting

29. Individual Planning Assessment Advisement Transition Planning
Accommodations
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.

30. Individual Planning Student, parent, and counselor conferencing…
Student and parent conferecing is used to summarize the lessons that students are learning in the comprehensive school counseling program, as well, as explain the various services and activites that are available to students through the comprehensive school counseling program. It is a cornerstone of the Grand Forks program and it builds parent and community involvement and ownership for the program and school.
“putting the pieces together.”

31. Individual Planning Elementary School Accommodation Plans
35%
10%
Individual
Planning
40%
15%
Individual Planning
Elementary School
Accommodation Plans
Home/School Plans
Behavioral Contracts
Transition Plans

32. Student Education Career Planning Conference
15%
20%
Individual
Planning
30%
35%
Student Education Career Planning Conference
Middle School
Hopes and dreams
Individual Learning Plan
Co-curricular, extra-curricular, volunteer and community involvement

33. Student Education Career Planning Conference
10%
35%
Individual
Planning
20%
Student Education Career Planning Conference
High School
Review portfolio
Review transcript
Review class schedule and attendance
Review post-secondary and funding options
Multiple Intelligences
Career Booklets
Learning Styles
PLAN Test
PSAT/ASVAB
Individual Learning Plan

34. Program Component: Responsive Services
Addresses the immediate concerns of students.
Purpose:
Prevention and Intervention

35. Responsive Services Individual 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.

36. Responsive Services Time Allocation High School Elementary School
40%
Responsive Services
15%
10%
35%
15%
25%
30%
Responsive
Services
15%
30%
20%
35%
Responsive
Services
High School
Elementary School
Middle School

37. Issues that Counselors Respond to
Family Issues
Divorce
Abuse
Suicide
Coping
Depression
Loss
Drug/Alcohol
Use or Abuse

38. Program Component: System Support
Includes program support activities.
Purpose:
Program delivery
and support

39. 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.

40. System Support Time Allocation High School Elementary School
40%
15%
System
Support
10%
35%
25%
30%
15%
System
Support
20%
35%
30%
10%
System
Support
High School
Elementary School
Middle School

41. WCSCPM Connections

42. Delivered By All
Counselor’s Role: To lead, facilitate, and provide direct services.
Others’ Roles: Other pupil services professionals may provide services; teachers may deliver curriculum; community partners may provide advisement and/or resources.
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.

43. School To Work Coordinators
Delivered By All for All
Community Volunteers
Classroom Teachers
Support Staff
Employers
Post Secondary
Personnel
Community/
School
Liaison
Local School
Administrators
To reach all students it is necessary to involve all segments of the school and community.
Pupil Services
Personnel
School
Counselors
School To Work Coordinators

44. In Summary
A fully implemented comprehensive school counseling program includes:
A program orientation vs. a position orientation.
4 Components: School Counseling Curriculum, Individual Planning, Responsive Services, and System Support.
Standards-based.
A student development focus.
Delivery by all for all.
Community owned and supported.