four components: improve student achievement (exemplary & recognized schools) decrease the...
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FOUR COMPONENTS OF A COMPREHENSIVE, DEVELOPMENTAL SCHOOL GUIDANCE AND COUNSELING PROGRAM
Guidance Curriculum
Provides guidance content in a systematic way to all students.
Responsive Services
Addresses the immediate concerns of students.
Individual Planning
Assists students in monitoring and understanding their own
development.
System Support
Includes program and staff support activities and services.
Purpose:
Awareness, skill development, and application of the skills needed in everyday life.
Areas Addressed:
Self-confidence development Motivation to achieve Decision-making, Goal-
setting, Planning and Problem-solving skills
Interpersonal effectiveness (including social skills) Communication Skills Cross-cultural effectiveness Responsible Behavior
Purpose:
Prevention, Intervention
Areas Addressed:
Academic concerns School-related concerns
Tardiness Absences & truancy Misbehavior School-avoidance Drop-out prevention
Relationship concerns Physical/sexual/emotional
abuse as described in Texas Family Code
Grief/loss Substance Abuse Family Issues Harassment Issues Coping with Stress Suicide Prevention
Purpose:
Student Planning and Goal Setting
Areas Addressed:
EDUCATIONAL Acquisition of student skills Awareness of educational opportunities Appropriate course selection Lifelong learning Utilization of test scores
CAREER Knowledge of potential career opportunities Knowledge of career and technical training Knowledge of positive work habits
PERSONAL-SOCIAL Development of healthy self- concepts Development of social behavior
Purpose:
Program Delivery and Support
Areas Addressed:
Guidance program development
Parent education Teacher/administrator
consultation Staff development for
educators School improvement
planning Counselor’s professional
development Research and publishing Community outreach Public Relations
Counselor Responsibilities
Guidance Consultation Program implementation and facilitation Professional Standards
Counselor Responsibilities Counseling Consultation Referral Professional Standards
Counselor Responsibilities Guidance Consultation Assessment Professional Standards
Counselor Responsibilities Program Management Consultation Professional Standards
Time Distribution ~ Elementary Level
Responsive Services
35%
Individual Planning
10%
System Support
15%
Guidance Curriculum
40%
Guidance Curriculum
Responsive Services
Individual Planning
System Support
Time Distribution ~ Middle School Level
Responsive Services
35%
Individual Planning
20%
Guidance Curriculum
30%
System Support
15%
Guidance Curriculum
Responsive Services
Individual Planning
System Support
Time Distribution ~ High School Level
System Support
15%
Guidance Curriculum
20%
Responsive Services
30%
Individual Planning
35%
Guidance Curriculum
Responsive Services
Individual Planning
System Support
Four Components:
• Improve Student Achievement (Exemplary & Recognized Schools)
• Decrease the number of At-Risk Students
• Improve Attendance
• Decrease Retention Rate
• Decrease the Dropout Rate (Grades 7 & 8)
• Increase Completion Rate (Grades 9-12)
• Improve effectiveness, coordination and alignment of high
school completion, college and workforce readiness efforts. (P-16 Focus)
“Begin with the end in mind”..... Stephen R. Covey
Provides guidance content in a systemic way to all students. Students develop skills for dealing with risk factors in four critical areas: at school, with peers, with self and with family.
Weekly Guidance Lessons/Monthly Topics/Character Education
• Too Good for Drugs – Grades 1–8 Research-based Curriculum – The curricula is developmentally appropriate for each grade level which builds on skills learned in previous years.• Reconnecting Youth – Grades 9 - 10 Research-based Curriculum - The focus is on a school-based prevention program for students at-risk of dropping out of school, high absenteeism, drop in grades, and referrals for using or in possession of illegal drugs.• TEEN Leadership (Middle/High Schools) Teaches students to take responsibility, express themselves, and handle problems and decisions when they arise.
Benefits:• Increased school performance.• Increased school attendance.• Increased self-esteem, personal control and peer bonding.• Decreased drug involvement, promotes benefits of a drug-free lifestyle.• Decreased suicide/risk behaviors.• Promotes positive peer norms and respect for self and others.
Other Resources: • Pillars of Character• Words of Wisdom• Character Counts
Address the immediate concerns of student
• Referral process is followed/Student Action Plan/LCDC Intervention Plan is developed for all referrals.
• Students participate in individual and/or group counseling.
• Counselors participate in Response to Intervention Committees as well as Special Education ARDs.
• Conferences are held with teachers and parents.
• Attendance Officers refer students with 3 or more absences to the counselors.
• Bully Busters activities are promoted at all schools.
• Posters are displayed at all schools identifying a 24 Hours Suicide Hotline.
• The District Suicide/Crisis Intervention Plan is adhered when necessary.
• The district has strong partnerships with local community and law enforcement agencies.s Vertical Teams are activated when needed.
Licensed Chemical Dependency Counselors (4)
(Certification by Texas Department of Health Services)
Reconnecting Youth Curriculum (Weekly)
Drug and Violence Education (DAVE)
Focus: Violence and substance abuse prevention and intervention
Services Provided:
• Individual counseling
• Group counseling• Family dynamics• Informal screening for possible drug use• Student Plan of service is completed for all referrals.
• Referrals to community agencies
• Parent conferences are required/Parent
• Education Sessions
• Strong coordination with academic counselors,
probation officers, and treatment agencies.
• Date Violence Prevention
4 0 0 12F. S. Lara Middle 8 0
Bruni Elem.
Farias Elem. 10 0
Tarver Elem.
Heights Elem. 4 0
41
2 8 20
2 6
27
Don Gallego Elem. 2 0 8
11Daiches Elem. 6 0 6
Campus TotalSuicide Ideation
Substance Abuse
Behavior Grief/Trauma Other
Reason for Referrals/Number of Referrals to Community Agencies
4
22 3 5
7 1 25
40
0 1 61
0 11
69
4 15
Leyendecker Elem. 13 0 6
00
0 15
50 0
2 0 19
Milton Elem. 3 0 4 0 7 14
Macdonell Elem. 2
63
Ryan Elem. 18 0 48 4 17 87
A. Pierce Elem. 11
0 13
1 140 37
4 10 30
Santo Niño Elem. 0 0 5 1 10 16
Santa Maria Elem. 3
14
J. C. Martin Elem. 1 0 4 2 16 23
D. D. Hachar Elem. 5
0 8
0 00 9
2 0 14
Kawas Elem. 4 0 2 2 5 13
Zachry Elem. 4
16 22
Ligarde Elem. 0 0 2 0 0 2
Dovalina Elem.
10 0 35
05 0 1
15 67Sanchez/Ochoa Elem.
124
Cigarroa Middle 54 14 65 23 8 164
Christen Middle 22
6 374
16 412 43
23 3 416
Memorial Middle 21 2 6 0 2 31
Lamar Middle 10
31 1 16
0 0 3
Martin High 21 0 250
VMT Magnet 2 0 1
7
11 254 536
14 85
Cigarroa High
Nixon High 36 2
9 592
Early College High 0 0 1
24 9
0 4
1 0 2
0 0 20
173 465 2054District 333 28 1055
F. S. Lara Academy 16
Disciplinary Action Reason Code
Disciplinary Action Reason Codes 2007-2008 2008-2009 2009-2010
Possessed, sold, or used marijuana or other controlled substance-TEC §37.006(a)(2)(C) and 37.007(b)for under influence
Possessed, sold, used, or was under the influence of an alcoholic beverage TEC §37.006(a)(2)(D) and 37.007(b)
228 226 193
1 7 7
Assists student in monitoring and understanding their own development
• Student Planning & Goal Setting• Utilize test results to guide students in future planning• Focus P-16• Educational Planning/ 4 Year Plans/6 Year Plans• Career Planning/Career Pathways by Student Interest• Career Portfolios (K-8th Grade)• College Campus Visits – 7th Graders (LCC)
8th Graders (TAMIU)• College and Career Day at all Schools• College and Career Night for High Schools
(Wednesday, October 27, 2010)
• College Go Centers• Guidance Conference on Preparing for College
for all 8th grade Students and Parents.• Duke University Talent Identification Program for
7th grade students.• Scholarships/Grants/Financial Aid• College Entrance Applications• College Entrance Exams• Dual Enrollment• Advanced Placement Courses
Includes program and staff support activities and services.
• Guidance program development and management• Parent education/Parent Liaisons Presentations• Staff collaboration and consultation • Professional development for educators• Public relations/community outreach• Professional development for counselors• School Improvement Planning
Presenters: Counselors1. Comprehensive Developmental Guidance Program and Services2. Respect and Dignity3. Breaking the Silence/Reporting Child Abuse/Children’s Advocacy Center4. Violence Prevention/Reporting Date Violence & Bullying5. Suicide Prevention – Signs and Symptoms/Reporting
Building Capacity… Sustained Staff DevelopmentAugust 12 -13, 2010
~ Youth/Kid Connection, Region One Curriculum-Based Support Group Training
August 16-17, 2010~ Theories Refresher – Dr. Trace Pirtle, Diplomat in Logotherapy Assoc. Professor of Counselor Education Texas A & M International University Exponential Potential Consulting, LLC
September 6, 2010
~ STCADA – Romeo Rodriguez, Executive Director Amber Morelock, Prevention Program Supervisor
October 7, 2010~ Annual Domestic Violence Conference
October 11, 2010~ Drugs, Bullying, and Violence/Drugs and Violence Education”, Region One
November 5, 2010
December 17, 2010
January 4, 2011
March TBD, 2011~ Appraisal Techniques Refresher- Everything You Forgot (to ask) from Graduate School!, Dr. Trace Pirtle
March TBD, 2011
April TBD, 2011
~ Annual Border School Counselors’ Association Conference
~ Alcohol & Drug Prevention, Region One ~ Suicide Prevention, Intervention, and Post- Vention, Region One
~ Child Abuse & Injury Prevention, Region
One
~ Annual Child Abuse and Neglect
Conference, Children Advocacy Center
~ Legal Issues
Organizational Profile:Environment, Relationships, and Challenges
1.Leadership
3.Student,
Stakeholder,and Market
Focus
6.Process
Management
2.StrategicPlanning
5.Faculty andStaff Focus
7. OrganizationalPerformance
Results
4.Measurement, Analysis, and Knowledge Management
1ProblemSolvingProcess
Identify &Select
Problem
1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Why Group Problem Solving?
Improves the effectiveness of the way we run the organization Improves quality of decisions Taps creativity of employees
Obtains greater ownership & trust Fosters teamwork Adopts a systematic and universal approach to problem solving
ProblemSolvingProcess
Identify &Select
Problem1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Objective:• To develop a clear “as is” statement of the problem• To develop a desired state of the problem situation.
Step 1 Activities - List all known facts about the problem
- Identify Problem Statement (Current State)
- Identify Desired State (include timeframe)
Guidelines: 1. The problem is stated, in “as is” (current state) terms and does not suggest a cause or solution.
2. The “desired” state should be described in measurable, observable terms and should include the estimated time to implement the solution. The desired state should also be described using success indicators such as % satisfied instead of decrease in complaints (negative success indicator).
ProblemSolvingProcess
Identify &Select
Problem
1 AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Objective:• Identifying the root cause of the problem
Step 2 Activities - Collect additional data pertaining to the problem
- Construct a Pareto Chart (if appropriate)
- Construct a Fishbone Diagram to generate potential causes
- Identify and validate root cause using factual data
Guidelines: 1. Data analysis confirms that the problem exists.
2. Data has been displayed effectively (analysis tools).
3. Root cause is supported by data.
Source: AEIS 2007, 2008 and 2009Source: AEIS 2007, 2008, and 2009
Source: AEIS 2007, 2008 and 2009Source: AEIS 2006, 2007, 2008 and 2009
Source: AEIS 2008 and 2009Source: AEIS 2008 and 2009
Source: AEIS 2008 and 2009
Grade District State
Kinder 0.2% 2.4%
1st 10.6% 5.3%
2nd 7.0% 3.0%
3rd 6.2% 2.3%
4th 4.5% 1.2%
5th 7.0% 1.7%
6th 1.0% 0.8%
7th 1.5% 1.2%
8th 4.5% 1.4%
Non-Special Education Rates
Grade District State
Kinder 0.0% 11.8%
1st 11.8% 9.7%
2nd 10.6% 4.2%
3rd 7.0% 2.4%
4th 2.0% 1.0%
5th 6.5% 1.7%
6th 0.0% 1.3%
7th 0.0% 1.8%
8th 1.5% 2.5%
Special Education Rates
Source: AEIS 2009-2010
Apply Texas Application Semester
ProblemSolvingProcess
Identify &Select
Problem
1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &Plan
Solution
4
ImplementSolution
5
EvaluateSolution
6
Objective:• Produce as many ways as possible - including some wild ideas – to solve the problem
Step 3 Activities - Brainstorm potential solutions
Checklist: 1. Exhaust ideas.
2. Avoid evaluation.
3. Think “outside the box.”
4. Get ideas from others resources.
ProblemSolvingProcess
Identify &Select
Problem
1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Objective:• Select the optimum solution and plan its implementation.
Step 4 Activities - Use List Reduction to decrease list to a manageable number of items
- Use Criteria Rating Form to select best of 3-5 items
- Establish an implementation plan (Activity List, Gantt Chart, Flowchart)
Guidelines: 1. Gain agreement using List Reduction tools and techniques.
2. Consider others affected by the solution.
3. Develop an implementation plan using an Activity List, Gantt Chart or Flowchart.
4. Identify measurements to determine if desired state is reached.
5. Identify contingency plans where needed.
Laredo Independent School District District Improvement Plan 2009-2010 Student Achievement Guidance & Counseling NCLB Performance Goal: AYP Graduation Standard 70%; AEIS Completion Standard grades 9-12; 75.0%/85.0%/95.0%______________________________________________
Performance Goal # All students will graduate from high school.__________________________________________________________________________________________________ District Goal 3: By the year 2010, Laredo ISD shall be recognized for a comprehensive student support system that promotes a safe learning environment thru innovative_________ programs.___________________________________________________________________________________________________________________________________
Summative Evaluation: Secondary dropout rate will decrease from 0.7% to 0% and the AYP Graduation Rate will increase from 76.2% to 80.0%; AEIS Completion Rate will increase from 87.5% to 90.0%._________________________________________________________________________________________________________________
Strategy
Special Population
Needs Assessment
Formative Evaluation Measured Result
Resources
Person Responsible
Dates
1. Counselors will provide Character Education guidance lessons twice weekly for grades 1st – 10th.
All students by student groups.
AEIS Completion Rate 87.5%. AYP Graduation Rate 76.2%. District Needs Assessment Results
Elementary 6 weeks Reports. Secondary Monthly Reports Weekly Planner Program Distribution Report
Curriculums: Too Good for Drugs Re-connecting Youth (Title I/State Comp.) 7 Pillars of Character Character Counts Project Wisdom [VII] ($9,000) [IV] ($30,000) [XIII] ($10,000)
Executive Director for Student Services Director of Guidance & Counseling/At-Risk Program Campus Administration Counselors
____ 1st six weeks ____ 2nd six weeks ____ 3rd six weeks ____ 4th six weeks ____ 5th six weeks ____ 6th six weeks
2. Counselors will track & conference with all students absent from school 3 or more days. Parent conferences will be held as necessary.
All students by student groups.
AEIS & AYP Reports Attendance Report Teacher referrals
Weekly Attendance Report Weekly Planner Six weeks report Monthly Reports Counseling logs
Attendance Officers Parent Liaisons [No Funds Needed]
Director of Guidance & Counseling/At-Risk Program Campus Administration Counselors Attendance Control Coordinator
____ 1st six weeks ____ 2nd six weeks ____ 3rd six weeks ____ 4th six weeks ____ 5th six weeks ____ 6th six weeks
SAMPLE
ProblemSolvingProcess
Identify &Select
Problem
1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Objective:
• Implement the solution according to the plan developed in Step 4.
Step 5 Activities
- Implement the Plan form Step 4
ProblemSolvingProcess
Identify &Select
Problem
1
AnalyzeProblem
2
GeneratePotentialSolutions
3Select &
PlanSolution
4
ImplementSolution
5
EvaluateSolution
6
Objective:• To learn how effectively the solution solved the identified problem.
Step 6 Activities
- Evaluate Solution Against the Desired State
- Check for Any New Problems Create by the Solution
- Recycle to Further Reduce the Gap Between Current and Desired States and to Address Any New Problems or Causes