CCSA Session: How to Use School Counselor Standards to Your Advantage, 2016
Additional information available on the NCDPI School Counseling Wiki under School Counselor
Evaluation and Standards at http://schoolcounseling.ncdpi.wikispaces.net/
G.S. 115C-316.1. Duties of school counselors.
(a) School counselors shall implement a comprehensive developmental school counseling program in their
schools. Counselors shall spend at least eighty percent (80%) of their work time providing direct services
to students. Direct services do not include the coordination of standardized testing. Direct services shall
consist of:
(1) Delivering the school guidance curriculum through large group guidance, interdisciplinary
curriculum development, group activities, and parent workshops.
(2) Guiding individual student planning through individual or small group assistance and individual or
small group advisement.
(3) Providing responsive services through consultation with students, families, and staff; individual
and small group counseling; crisis counseling; referrals; and peer facilitation.
(4) Performing other student services listed in the Department of Public Instruction school counselor
job description that has been approved by the State Board of Education.
(b) School counseling program support activities do not include the coordination of standardized testing.
During the remainder of their time, school counselors may assist other staff with the coordination of
standardized testing.
Cynthia Floyd, NCDPI School Counseling Consultant, /e/ Cynthia.Floyd@dpi.nc.gov /ph/ 919-807-3931
CCSA Session: How to Use School Counselor Standards to Your Advantage, 2016
Additional Information from the American School Counselor Association at
http://www.schoolcounselor.org/administrators
Role of the School Counselor
Parents, the press, administrators and the general public often wonder just what it is that school counselors
do on a daily basis. Gone are the days of school counselors sitting in their office simply handing out college
applications, making schedule changes for students who want to drop a class or meeting with the
troublemakers in the school. Today's school counselors are vital members of the education team. They help
all students in the areas of academic achievement, personal/social development and career development,
ensuring today's students become the productive, well-adjusted adults of tomorrow. Learn more about the
school counselor's role.
The Need for School Counselors
School counselors are an important part of the educational leadership team and provide valuable assistance
to students regardless of whether they work in an elementary school or middle school, high school or beyond.
Why Elementary School Counselors?
Why Middle/Jr. High School Counselors?
Why Secondary School Counselors?
Why Post-secondary School Counselors?
Why School Counseling Directors/Coordinators?
Empirical Studies on the Effectiveness of School Counseling
Appropriate/Inappropriate School Counseling Program Activities
School counselors should spend most of their time in direct and indirect service to and for students. School
counselors' duties are focused on the overall delivery of the total program through guidance curriculum,
individual student planning and responsive services. A small amount of their time is devoted to program
management. Schools should eliminate or reassign certain inappropriate program tasks, if possible, so school
counselors can focus on the prevention needs of their programs. View a chart of appropriate and
inappropriate school counseling tasks.
Videos for Administrators
How School Counselors Contribute to School Success
What Does a School Counselor Do?
Parents and School Counselors -- Partners for Student Success
Life After High School: How School Counselors Help Students with Career and College Planning
Bullying in Schools
Cyberbullying in Schools
Cynthia Floyd, NCDPI School Counseling Consultant, /e/ Cynthia.Floyd@dpi.nc.gov /ph/ 919-807-3931
How to Use School
Counselor Standards to
Your Advantage
Cynthia Floyd
School Counseling Consultant
NC Department of Public Instruction
Objectives
• To increase understanding of the NC School
Counselor Professional Standards and
evaluation rubric
• To enhance capacity to support and benefit
from effective comprehensive school
counseling programs that promote student
and school success.
What difference does it make if
school counselors are following
professional standards?
It is not about the school counselors,
it is about the students.
It is about helping students be successful,
the same thing your School Improvement Plans
are about.
The school counselor professional standards are
designed for school counselors to implement
counseling strategies that are effective in supporting
student success.
What does the data say?
Wakefield High School
2012-13
Wakefield
State
Nation
Participation
Rate (%)
72%
62%
50%
Average
Total SAT
Score
1,042
1,001
1,010
Cohort
Graduation
Rate*
85.3%
82.5%
~80%
2014 NC High School Counselor of the
Year and semi-finalist for National School
Counselor of the Year, Laura Inscoe
* NC graduation data 2012-13; national graduation data 2011-12
What does the data say?
Salem Middle School % at or above grade level
Grade 6
201213
Read’g Math
Grade 7
Read’g
Math
Grade 8
Read’g
Math
Salem 70.8% 65.0% 74.4% 70.7% 68.1% 63.3%
State
46.4% 38.9% 47.8% 38.5% 41.0% 34.2%
2014 NC Middle School Counselor of the
Year and semi-finalist for National School
Counselor of the Year, Kerri Bridges
What does the data say?
Middle Creek Elementary School
Grade 3
201213
Read’g Math
Grade 4
Read’g
Math
Grade 5
Read’g
Math
Middle
Creek
53.6% 64.7% 61.8% 78.3% 54.1% 63.9%
State
45.2% 46.8% 43.7% 47.6% 39.5% 47.7%
2014 NC Elementary School Counselor of the
Year and semi-finalist for National School
Counselor of the Year, Lisbeth Fillard
The ASCA National Model
In 2006, NC aligned school counselor standards
with national best practices as documented in
the American School Counselor Association
National Model: A Framework for School
Counseling Programs which provides guidance
for implementing evidence-based school
counseling programs which are
• Comprehensive
• Student Centered
• Data Driven
8
The ASCA
National Model
Framework
What it is that school counselors do?
• School counselors design and deliver
comprehensive school counseling programs
that promote student achievement.
• These programs are comprehensive in scope,
preventive in design and
developmental in nature.
Academic
• Remove barriers to learning and
support student academic,
career and personal/social
Personal/
Career
Social
success
Standards and Evaluation
Details can be found in the Users’ Guide
at http://ncees.ncdpi.wikispaces.net/
(Click on “Support Staff” on the right)
Evaluation Rubric
The School Counselor Evaluation Rubric can also be
found in Home Base under Educator Effectiveness
School Counselor Job Description
So what does the law really say?
• Basically, that school counselors are to spend the
majority of their time being school counselors as
defined by their State and national standards.
• 80% of the school counselors’ time in the delivery
of counselor services to or for students
• 20% of the school counselors’ time in activities to
support their programs such as participating in
professional development, program planning,
analyzing data from which to plan their services,
collaborating with other staff, etc.
So what does the law really say?
• Imbedded in the 20% of time in program
management is also the expectation of fair-share
responsibilities which are the routine running of the
school responsibilities that all members of the
school staff take equal turns doing to ensure the
school’s smooth operation.
• The law specifically states school counseling
services and program support (the 80/20) does
NOT include coordination of testing
The ASCA
National Model
Framework
20%
80%
21st Century
NC School Counseling Programs are:
•
•
•
•
Data driven
Comprehensive, preventive and developmental
Provide equity and access to every student
Promote student achievement for college and
career readiness
• Evaluate and seek continuous improvement/
Accountable to stakeholders
The Question to Answer is
How are students different as a result of
the school counseling program?
The performance evaluation rubric is based on the 2008
NC Professional School Counseling Standards
Standard 1 –School counselors demonstrate leadership,
advocacy, and collaboration.
Standard 2 –School counselors promote a respectful
environment for a diverse population of students.
Standard 3 –School counselors understand and facilitate
the implementation of a comprehensive school
counseling program.
Standard 4 –School counselors promote learning for all
students
Standard 5 – School counselors actively reflect on their
practice.
Standard 1 – School counselors demonstrate
leadership, advocacy, and collaboration.
What does this look like? (examples)
• School counselors collaborating with other school
personnel for school improvement
• School counselors reviewing school data and the
school improvement plan from which they
determine what school counseling services they
need to provide
• School counselors advocating for initiatives that
improve student success
Potential barriers to this standard?
Standard 2 – School counselors promote a
respectful environment for a diverse population
of students
What does this look like? (examples)
• School counselors using materials that reflect
diversity and counteract stereotypes
• School counselors facilitating school-wide
implementation of character education
• School counselors implementing initiatives that
help other school staff understand influences of
different cultural backgrounds
continued…
Standard 2 – School counselors promote a
respectful environment for a diverse population
of students (continued)
What does this look like? (examples)
• School counselors assisting students from all
backgrounds with rigorous goals
• School counselors collaborating with other school
staff on customized plans to address student
needs
• School counselors collaborating with families and
community resources to address needs
Potential barriers to this standard?
Standard 3 – School counselors understand and
facilitate the implementation of a comprehensive
school counseling program
What does this look like? (examples)
• School counselors conducting needs assessments
to determine what counseling services to provide
• School counselors conducting academic, college
and career guidance
• School counselors conducting small group
counseling and classroom guidance based on
identified needs
continued…
Standard 3 – School counselors understand and
facilitate the implementation of a comprehensive
school counseling program (continued)
What does this look like? (examples)
• School counselors conducting school-wide
activities in response to identified needs
• School counselors collaborating with teachers to
integrate Guidance Essential Standards into other
curricular areas
Potential barriers to this standard?
Standard 4 – School counselors promote
learning for all students
What does this look like?
• School counselors planning strategies to
address achievement gaps
• School counselors reviewing academic,
behavior and/or attendance data to determine
which students need which counseling services
• School counselors collaborating with school
staff, families and other stakeholders to address
student needs
continued…
Standard 4 – School counselors promote
learning for all students (continued)
What does this look like?
• School counselors implementing activities that
enhance critical-thinking, problem-solving and
communication skills
• School counselors managing their time for 80%
of time providing counseling services
• School counselors utilizing technology to
support their programs
Potential barriers to this standard?
Standard 5 – School counselors actively reflect
on their practice.
What does this look like? (examples)
• School counselors maintain written plans of
data-driven goals and strategies
• School counselors participate in professional
development that will enhance their skills to
accomplish their goals
• School counselors assess their activities and
overall programs for effectiveness and needed
changes
Potential barriers to this standard?
Example SIP Goal
By June 2016, Random High School will increase the
promotion and graduation rate of African Americans and
Hispanics by 10% to help achieve the school-wide goal of
92% on-time graduation.
Once data has been used to identify at-risk students, the
school counselor might
• counsel students
• connect students to
individually or in small
resources (ex. mentors,
groups to identify barriers
Communities in Schools),
and help students with
• assist a student in
skills to address barriers,
explaining to his teacher
• collaborate with the school
his challenges in a course
social worker for family
involvement
Example SIP Goal
By May 2016, Best Elementary School’s student attendance
will improve 8% to a school-wide average of 93% in order to
support student learning.
Once data has been used to identify at-risk students, the
school counselor might
• counsel students
individually or in small
groups to identify barriers
and help students with
skills to address barriers,
• collaborate with the school
social worker for family
involvement
• help conduct a school
climate survey
• connect students to
resources (ex. mentors,
Communities in Schools),
• facilitate school highest
and most improved
attendance celebrations
Your best cheat sheet for artifact examples
is the evaluation Summary Rating Form
On the NCEES web page
Sample List of Observable Activities
Go to the NCDPI School Counseling Wiki page and click
on “School Counselor Evaluation and Standards”
List of Sample Appropriate Observation Opportunities
Can also link to this from the NCEES page
How does all this coincide with
NC GS 115C-316.1?
Direct services shall consist of:
(1) Delivering the school guidance curriculum
through large group guidance, interdisciplinary
curriculum development, group activities, and
parent workshops.
How does all this coincide with
NC GS 115C-316.1?
Direct services shall consist of (continued):
…
(2) Guiding individual student planning through
individual or small group assistance and
individual or small group advisement.
How does all this coincide with
NC GS 115C-316.1?
Direct services shall consist of (continued):
…
(3) Providing responsive services through
consultation with students, families, and staff;
individual and small group counseling; crisis
counseling; referrals; and peer facilitation.
How does all this coincide with
NC GS 115C-316.1?
Direct services shall consist of (continued):
….
(4) Performing other student services listed in the
Department of Public Instruction school
counselor job description that has been
approved by the State Board of Education.
G.S. 115C-316.1 Duties of School Counselors
Direct services shall consist of:
(1) Delivering the school guidance curriculum through large group
guidance, interdisciplinary curriculum development, group
activities, and parent workshops.
(2) Guiding individual student planning through individual or small
group assistance and individual or small group advisement.
(3) Providing responsive services through consultation with
students, families, and staff; individual and small group
counseling; crisis counseling; referrals; and peer facilitation.
(4) Performing other student services listed in the Department of
Public Instruction school counselor job description that has been
approved by the State Board of Education.
Note that there is Not an “or” included in 1- 4
Where
are we
going?
Closing Points
• School Counseling program and
services should be based on your
students’ needs and data driven
How do
we close
the gap?
Where
are we
now?
• School Counseling program and services should be
comprehensive, affecting the success of all students
• School Counseling program and services should reflect
the goals and mission of your school’s School
Improvement Plan
• School Counselors should be meeting with their
administrators with an annual agreement
Closing Points
Where
are we
going?
How do
• School Counselors should be
we close
the gap?
collaborating with other school staff
in the planning and implementation of services
• School Counselors should be selecting at least a
couple of their activities for which they will document
and measure outcomes
• School Counselors should be able to answer the
question “How are students different as a result of the
school counseling program?”
• School Counselors need to be spending 80% of their
time providing services to or for students in order to
accomplish the standards on their evaluation rubric
Where
are we
now?
Coming Soon
• An online module is in development for the
purposes of further educating school
counselors on the ASCA National Model
content, and the NC Professional School
Counselor Standards and Evaluation. It is
expected to be available in June.
• Plans are to also create a version of this
module specifically designed for use by
school administrators.
Resources
• NCDPI Student Support Evaluation information
Wiki Page at http://ncees.ncdpi.wikispaces.net/
• NCDPI School Counseling Web Pages
http://www.ncpublicschools.org/studentsupport/cou
nseling/ (sign up for the listserv)
• NCDPI School Counseling Wiki Page
http://schoolcounseling.ncdpi.wikispaces.net/
• NCDPI School Counseling Facebook page
https://www.facebook.com/ncdpi.schoolcounseling
Resources - handout
For more information
Contact
Cynthia Floyd
NCDPI Consultant for School Counseling
/e/ Cynthia.Floyd@dpi.nc.gov
Phone (919) 807-3931