local school district implementation of the maine k-12 comprehensive school counseling program...
TRANSCRIPT
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Local School District Implementation of the
Maine K-12 Comprehensive School Counseling Program
Shelley ReedMaine Department of Education
Elena PerrelloSAD #63Eddington & Holden [email protected]
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Overview
The American School Counselor Association (ASCA)
has collaborated to create aNational Model for School Counseling Programs
to connect school counseling with current educational reform movements
that emphasize student achievement and success.
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Defining School Counseling
A profession that focuses on the relations and
interactions between students and their school
environment with the expressed purpose of
reducing the effect of environmental and
institutional barriers that impede student
academic success.
The Education Trust
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RationaleBy aligning a counseling program
with the school’s mission and school improvement plan, professional school counselors:
• partner as leaders in systemic change
• ensure equity and access
• promote academic, career and personal/ social development for every student
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Historical Problems in School Counseling
Programs Lack of legitimization Lack of consistent identity Limited or no involvement in reform
movements Variation in roles from state to state and
site to site Non-school counselor responsibilities
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Historical Problems Have Continued
Lack of basic philosophy Poor integration Insufficient student access Inadequate guidance for some students Lack of counselor accountability Failure to utilize other resourcesSource: From Gatekeeper to Advocate. Transforming the Role of the School Counselor, Hart,
P.J. & M. Jacobi (1992)
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School administrators, parents with special interests, teachers
or others may feel their agenda ought to be the school counseling
program’s priority. The results often lead to confusion and criticisms when they are disappointed.
(Carolyn Maddy Bernstein, 1995)
When schools fail to clearly define the counselor’s role...
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Trends in Education
Education reform movement Accountability Standards-based movement High-stakes testing Achievement gap – equity and access Block grants Emphasis on improving school safety Vouchers Performance, not entitlement
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Current School Counseling Trends
ASCA’s Nt’l Standards for SC Programs Transforming SC Initiative (Education Trust – Dewitt Wallace) Increased number of state models Results-based school counseling Legislation for SC programs ASCA’s National Model
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Chapter 125 Section 9.02 Checklist
General Requirements The District has a K-12 Comprehensive Guidance
Program The delivery and development of the program
has been a coordinated effort of unit staff The Comprehensive Guidance Program is
included in the Comprehensive Education Plan The program met the implementation date of
2006-2007
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Focus of Barrier Removal
Student-focused
System-focused
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CONTENT AREAS
Academic DevelopmentCareer Development
Personal/Social Development
STUDENT-FOCUSED SCHOOL COUNSELING
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Academic Development“Learning to Learn”
Develop skills for learning Achieve school success Relate academics to life success
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Career Development“Learning to Earn”
Develop career awareness
Identify career goals Relate school to work
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Personal/Social Development“Learning to Live”
Acquire self-knowledge Acquire interpersonal skills Acquire personal safety skills
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Services to be provided to all students
Structured developmental experiences presented systematically through classroom and group activities to enhance the ability of students to meet the PEI content standards
A program of activities and planned strategies to help students manage their career development consistent with Career content standards and performance indicators.
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GUIDANCE
The help all students receive from parents, teachers, counselors, community members and others to assist with educational and career development.
COUNSELING
The help some students receive from credentialed professionals to
overcome personal and social problems
that interfere with learning.
Student-Focused School Counseling:
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Traditional vs. Comprehensive School
Counseling Program
Traditional Reactive Remediation Unstructured Individual counseling What counselors do Some students
Comprehensive Proactive Prevention Structured Individual & group What students learn All students
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Why Student Focused Activities?
SOUND SCHOOL COUNSELING
DIFFERENT CHOICES
ACHIEVEMENT IMPROVES
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How do you create a school counseling program that is:
•Connected to the mission of the school?
•Aligned with the student achievement goals?
Guiding All Kids: SYSTEMIC SCHOOL COUNSELING
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ASCA National Standards and Local Indicators
Academic DevelopmentAll 4th graders will describe their personal learning style.All 8th graders will develop a 4-yr high school course plan.All 10th graders will describe postsecondary education options.
Career DevelopmentAll 5th graders will describe their career interest areas.All 8th graders will describe the career majors offered at the HS.All 9th graders will conduct an information interview.
Personal-Social DevelopmentAll 3th graders will demonstrate a conflict mediation skills.All 6th graders will demonstrate anger management techniques.All 11th graders will demonstrate consensus building skills.
ASCA Standards + Local Indicators
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Making the Transition to a Comprehensive Program
1. Planning the program & building the foundation Where are we now? Where do we want to be?
2. Designing the delivery system How do we get to where we want to be?
3. Implementing & evaluating the program How will we know when we get there?
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Goals to Address
Encourage parental involvement Remove barriers which impede academic
and life success Provide information and appropriate
referral sources Provide management activities that
establish, maintain and enhance the program including: research, evaluation, programming, supervision, staff training and development and communication
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ASCA National Model
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Comprehensive SC Program Components
Section 1. Foundation Cover Beliefs Mission K-12 Group identified standards-
local, state, national School Board signed approval letter
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Section 2. Delivery of Services
Create narrative statements of how services will be delivered to:
Individuals Groups And classrooms
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Time Task Analysis Pie Chart
Time Task Analysis Betsey Day 2 9/13/05
14%
25%
18%
14%
29%
GuidanceCurriculum
Individual Planning
Responsiveservices
System Support
Non-Guidance
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Sample Distribution of Time
Delivery SystemComponents Guidance Curriculum
Individual Student Planning
Responsive Services
System Support
Elem.% MS % HS%
35-45 25-35 15-25
5-10 15-25 25-35
30-40 30-40 25-35
10-15 10-15 15-20
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Section 3. Management
Action Plan-organization that manages the program
Calendar overview of activities Agreement of counselor activities Evaluation of student success Advisory Council
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Local Needs Assessment Activity
Counselor group selects standards for K-12 program in each of the 3 domains
Create survey for students, parents, and staff to help identify the level of importance of those standards for them
Plan the method of processing the results
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Action Plan
Guidance lesson content Domain and Parameter of Essential
Instruction Standard Description of activity Grade and timeline for completion of
activity Person (s) responsible for delivery Evaluation methods: pre-post tests,
demonstration of competency or product
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Section 4. Accountability
Identify data to be collected and the purpose it will serve
Results Reports Program audit-determine strengths
of program and items in need of strengthening
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School Counselor Accountability: A MEASURE of
student success
MEASURE developed by Carol Dahir, Ed.D
Mission-connect your mission to the school’s mission
Element-What critical element are you trying to impact?
Analyze-the data element(%, raw scores, aggregate, disaggregate)
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A MEASURE of Student Success
Stakeholders-unite to develop strategies to impact the data element
Results-Restate you baseline data. State where your data is now. Did you meet your goal? What strategies has a positive effect? Which strategies should be changed?
Educate-Educate others to your efforts. Show how the work of the school counselor is connected to the school mission.
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Appendix
Include items the K-12 group will use such as
Code of ethics Confidentiality Forms Resources
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Benefits for Students
Guarantees every student receives the benefit of guidance services.
Ensures equitable access to educational opportunities.
Increases the opportunity for counselor-student interaction.
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Benefits for Counselors
Provides a clearly defined role that is related to student achievement.
Supports guidance as an integral component of the total school program.
Provides a tool for program management and accountability.
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Benefit to Teachers
Promotes teaming to increase student achievement
Supports the learning environment Increases collaboration with
counselors and teachers
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Benefits for Administrators
Creates a structured program with specific guidance content.
Provides a means for measuring effectiveness of guidance programs.
Enhances community image of the guidance program.
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Guiding All Kids:SYSTEMIC SCHOOL COUNSELING
Curriculum
For ALL Kids
Aligned with Achievement Goals
Data-Driven
Delivered Systemically