Statewide System of Support
School Counselors
Dr. Barbara (Ashcraft)Brady, School Counseling Coordination
Shelly DeBerry, Student Success Advocate Coordinator
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Introductions
Name/School
Years in School Improvement
Role in School Improvement
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What is the role of the
school counselor in
school improvement?
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Group Activity
In groups of 2 or 3
Review the literature/resources
Find support for the role of the school
counselor in school improvement
Prepare to share with the whole group
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School Counselors as Change Agents
 What are the Game Changers for your School?
 What will it take to make the big changes that need to
occur?
 How is the school counselor able to help make those
changes?
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Systemic Change… Bill Shore
“We tend to think that creating change
requires an array of external resources
and support: acts of Congress, great
sums of money, large standing armies,
technology, vast research capabilities
or powerful lobbyists, relationships
and networks.
Systemic Change… Bill Shore
Of course, all have their place, But
often, the most sweeping change
results form a single individual with
none of those at his or her command,
but instead with the courage to
follow his or her conscience.”
One person with a belief
is equal to a force of 99
who have only interests.
John Stuart Mill
English economist &
philosopher (1806-1873)
Solution Focused Leadership
Solution Focused
NOT
Problem Focused
Solution Focused Principles
• Don’t get caught in admiring the problem
• Focus on the positive.
• Keep a present-future orientation.
• If it doesn’t work, do something different
• If its not broke, don’t fix it
• If it is working well, do it more; That is, do more of
what you do well.
– Fit the talent with the task.
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But I Want Them to be
Different!
Exploring the Future Without
a Change in the Others
• What if they will not change?
• What can I do to move school
counseling to align with new
standards?
• Who can I engage to empower
change?
Solution Focused Principles
 Approach each opportunity as if it were your last.
 Make no assumptions about the cause of a
problem.
 Focus on actions instead of insights.
 Focus on ends or progress
• Past progress
• Future progress without weakness or threat
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Solution Focused Leadership
• Are responsive and adaptable (reinventing);
• Leaders are empowered instead of
overburdened;
• Involvement is energizing;
• Greater focus on what really matters
(the work plan or goals)
• Inclusive (collaborative)
• The past does not necessarily influence
the future
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Building Bridges: Effective
Collaboration with…
•
•
•
•
Teachers
Parents & Guardians
Colleges
Post Secondary
Institutions
• Department of
Education
• School Boards
• Advisory Teams
•
•
•
•
•
•
•
Administrators
Community Stakeholders
School Business Partners
Military
Agencies
Education Associations
Superintendents
• WVSCA and ASCA
• Counselor Educators
Hedgehog Concept
The hedgehog stays
focused the goal.
The fox is easily
distracted.
Which are you?
Hedgehog Concept
“Represents values that you are so
passionate about that you would never,
under any circumstances give them up
as a true core”
WHAT ARE THOSE THINGS?
A successful leader
is a hedgehog
NOT a fox
Final Thought About Leadership
• Good leadership involves responsibility to
the welfare of the group, which means
that some people will get angry at your
actions and decisions. It's inevitable, if
you're honorable. Trying to get everyone
to like you is a sign of mediocrity: you'll
avoid the tough decisions…
General Colin Powell
• Our work is mostly pleasant although
sometimes unpleasant.
Dr. Barbara Brady
Principal’s View
What is the school
counselor’s role in school
improvement?
School Counselors as Change Agents
 What are the Game Changers for your School?
BHAG
Big Harry Audacious Goal(s)
What goal(s) do you need to set to move your
program….from good to GREAT?
 What will it take to make the big changes that need to
occur?
 How is the school counselor able to help make those
changes?
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Leading Program Improvement
M.E.A.S.U.R.E OF SUCCESS
MEASURE requires school counselors to collaborate and
team with administrators, faculty, and stakeholders to
identify and positively impact the critical data elements
that are important barometers of student success (Dahir
& Stone, 2003).
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M.E.A.S.U.R.E
Mission: Connect your program to the mission of your school and to
the goals of your annual school improvement plan.
Elements: Identify the critical data elements that are important to
the internal and external stakeholders.
Analyze: Carefully discuss which elements need to be aggregated or
disaggregated and why.
Stakeholders – Unite: Determine which stakeholders need to be
involved in addressing this school improvement issue and unite to
develop strategies.
Reanalyze: Rethink and refine your strategies; refocus your efforts as
needed and reflect on your success.
Educate: Show the positive impact the school counseling program
has on student achievement and on the goals of your school’s
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improvement plan.
BREAK!
Transforming School Counseling
Changing from…
Moving toward….
Random Acts of Guidance
• Counselor centered
•Everything to everyone
A Planned Program
Spending 80% of time
… with 20% of students
Classroom lessons/
developmental guidance/individual
student planning for all students
Lack of planning and
documentation
Program documentation/Use of
calendars
Gatekeepers
Closing the gap in achievement /
use of data/ partners in
achievement
Working in silos
Supporting all students being
Career/College ready
Collaboration/ systemic change
agent
WV School Counseling Model
Adapted from ASCA’S National Model®
WVDE Policy 2315
West Virginia School Counselor Performance Standards
PROVIDE
Research-based framework for
school counselors to enhance
success for ALL students
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ASCA National Model/Policy 2315
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Designing School-Wide Systems for Student Success
IEP, 504
Groups, Tutoring, Peer
Helpers, etc.
Classroom Guidance Lessons,
School Assemblies, Student
Advisement Programs,
Programs, Academic Plans,
Intrepreting test results
Therapy – Outside or SBMH Centers
Groups, Mentoring, Student Helpers,
Clubs, Crisis Interventions, Short-term
counseling
Classroom Guidance
Lessons,
Student Advisement Programs,
School Assemblies, etc. 27
A Picture of the WV Professional
School Counselor Standards
 Standard 1:
Program Planning, Design and
Management
 Standard 2:
Program Delivery
 Standard 3:
Data Driven Accountability and
Program Evaluation
 Standard 4:
Leadership and Advocacy
 Standard 5:
Professional Growth and
Responsibilities
Pedigree of West Virginia
Professional Counselor Standards
• Developed by
• West Virginia school counselors
• Key stake holders (principals, central office
leaders, RESA, WVBE, and WVDE)
• Reviewed by National Experts (Dr. Pat
Henderson, Norm Gysbers, Center for
School Counseling Outcome Research, and
others)
• Adopted 2010
West Virginia Professional
School Counselor Standards
Provide:
• an expanded vision of the integral nature of
the school counselor within the school and
the community;
• A common language that describes what a
counselor needs to know and be able to do
• a discussion document that communicates
the essential functions of the school
counselor;
West Virginia Professional
School Counselor Standards
Provide:
• the parameters for the essential
knowledge, skills and dispositions that WV
school counselors are to possess,
• A self-reflection tools for counselors to
evaluate their alignment with the
standards and best practices.
• Guide for professional development
West Virginia Professional
School Counselor Standards
Provide:
• A basis for West Virginia higher education
school counselor preparation programs
• the framework for a school counselor
performance assessment (evaluation
system); and
• a road map for continuous improvement.
Architecture of West Virginia
Professional Counselor Standards
• Standards (5) – Broad statements/
constructs
• Functions(19) – Describes the important
functional or procedural parts of the
standard
• Indicators (50) – Further delineate the
functions into observable measures and
are described by rubrics
Sample Rubric
Rubrics Review
What do the performance
levels mean?
Distinguished:
Professional counselors who are responsible
for their own learning, lead continuous
improvement of the school counseling
program, have a systemic approach to
collaboration and communication, and share
best practices with colleagues. Being a
distinguished counselor remains a goal for all
counselors, regardless of how challenging it
may be in any particular set of
circumstances.
Distinguished:
Distinguished counselors:
• are master counselors and make contributions to the school
counseling profession, both in and outside their school
• exhibit continuous reflection and self-renewal
• follow a comprehensive, integrated curriculum approach in a
comprehensive, developmental program
• operate their program at a qualitatively different level from those
of other counselors
Accomplished:
Professional counselors who have
achieved mastery within a critical
element. This level of performance
is expected for most experienced
counselors.
Accomplished:
Accomplished counselors:
• clearly understand the concepts underlying each critical
element component and implement well, are
experienced, capable counselors who regard
themselves and are regarded by others as performing
at this level.
• thoroughly know their role, they know their students,
and have a broad repertoire of strategies and activities
to use with students in a standards-based program.
• continuously seek to expand and improve their practice.
Emerging:
Counselors who may be new to the
field or experienced counselors
who are weaker in a particular area
and need to set improvement goals
to move to a more accomplished
level of performance.
Emerging:
Emerging counselors:
• appear to understand the concepts underlying each element and
attempt to implement the components.
• exhibit sporadic, intermittent, or otherwise not entirely successful
implementation.
• are characteristic of counselors new to the profession or
experienced counselors who have not made the paradigm shift
required by the ASCA Model® and WVBOE Policy 2315.
• are minimally competent counselors; improvement is likely to occur
with experience, professional development, planning, and
mentoring; and while all students may not be receiving the
guidance, counseling, and programs they need no actual harm is
being done to students.
Unsatisfactory:
Counselors with unacceptable job
performance in indicated area(s)
and may be doing harm to
students.
Unsatisfactory:
Unsatisfactory counselors:
• do not yet appear to understand the concepts underlying the
critical element component.
• can grow and develop in this area.
• usually perform at a level that is below the licensing standard of
“do no harm.”
• have reached a time for a supervisor to intervene
• represent a first priority for coaching or mentoring
• need to develop a support and or improvement plan in areas
identified as unsatisfactory as prioritized by counselor and
administrator
Comprehensive Model for Student Supports
Type of Intervention
Portion of Students Resources Needed
Who Will Benefit
School – Wide
Preventative
65-75%
Reorganize existing resources
Community Volunteers
Students
Faculty
Parents
Targeted
15-25%
Additional resources needed
Expertise
Staff Volunteers/Additional
duties assigned
Community Volunteers
Intensive
5-10%
Partners in Education
Referrals to child welfare
systems, DHHR, social
services, mental health &
juvenile justice
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Comprehensive Model for Student Supports
Type of
Intervention
Currently in
Place
Student Needs
Plan to Put in
Place
Counselor Role
School-wide
Preventative
Targeted
Intensive
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Potential Goals
• Based on your school data and your
conversations, what are one or two
potential goals for the 2012-13 school
year?
Normally this conversation would occur at the end of the school
year or over the summer before school starts.
If you have established goals as part of the evaluation
pilot/demonstration, examine this goal closely. Does it need
revised? Share with your partner.
LUNCH!
SMART Goals
S - Specific
• The outcome is clear.
M - Measurable
• You can count it or see it.
A - Achievable
• You have what you need to be able to do it.
R – Results-oriented
• It is aligned with school/district goals.
T - Timed
• A specific date has been set.
GOAL SETTING for Work Plan
Set a minimum of three goals:
WORK PLAN FORM
– Program Growth Goal (based on Program audit)
– Standard Element Goal (based on self reflection
using element rubrics)
Student Impact Goal Form
– Student Impact Goal (Move Impact Goal to Work
Plan form when complete)
Program Growth Goal
1. Select a partner within your
programmatic area.
2. Using the completed program audit (that
was emailed to you) select a program
component for growth.
3. With your partner discuss the program
component selected and assist each other
in developing a Program Growth Goal.
4. Work together to analyze the goal to
ensure it is S.M.A.R.T.
Standard Element Goal
Standard Element Goal
1. Select a partner within your programmatic
area.
2. Using the completed self reflection and the
Standard Element rubrics (that were
emailed to you) select an Standard Element
for growth.
3. With your partner discuss the element
selected and assist each other in developing
a Standard Element Goal.
4. Work together to analyze the goal to ensure
it is S.M.A.R.T.
Context
Who and what will you Impact?
Academic,
Career,
Personal/Social
All Students
Grade Level
Multiple Grades
At-risk
High Risk
Two Data Points
• Clear Beginning
and End
– Quarter
– Semester
– Academic Year
• Results by May 1
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•
•
•
•
•
•
•
Attendance
Discipline records
Career portfolios
Post-secondary
scholarships
Parent involvement
Bullying incidence
Needs assessment
data
And so forth
Student Impact Goal
Goal related to academic, career, and
personal/social standards to change data
that impact student achievement.
– Attendance
– Discipline referrals
– Retentions
– Documented academic/career plans
– Parental engagement
….and so forth
Break and Early
Warning Session!
Development of Work Plans
School Counseling Work Development
1. Review your three goal and make any final
revisions with your partner.
2. Determine which Standard you goal fits
under.
3. Write you goals under the correct standard.
4. In collaboration with your partner develop
action steps (what you plan to do) to
accomplish each goal.
5. Complete each component of the Work Plan
for each Standard selected.
WVDE Resources
Goal of this session:
Make counselors aware of websites
and resources to assist with
program implementation.
SSOS Counselor WebTop
Community
1. https://wvde.state.wv.us/elgg/
2. Go to:
3. WVDE Website
4. TOOLS
5. Get a WebTop and register
Or go to
1. WebTop then WebTop Communities and
sign in
2. Register as a new member for SIG School
Counselors
Other Web LINKS
School Counseling Website
http://wvde.state.wv.us/counselors
Protocols
http://wvde.state.wv.us/counselors/protocols.html
LINKS Program
http://wvde.state.wv.us/counselors/links/
LINKS NetWorth
http://wvde.state.wv.us/counselors/networth-lessons.html
NetsSmart – aligned with school counseling standards
http://wvde.state.wv.us/counselors/netsmart/
Group Guidance Lessons
http://wvde.state.wv.us/counselors/group-lessons.html
Guidance Curriculum
http://wvde.state.wv.us/counselors/guidance-curriculum.html
Helpful Sites
School Counseling Website – Documentation Handbook
http://wvde.state.wv.us/counselors/Counselorhandbook
.html
Student Needs Assessments
http://wvde.state.wv.us/counselors/counselingsurvey.html
Student Voice
http://wvde.state.wv.us/voice
WV Expanded School Mental Health
https://sites.google.com/site/wvesmhi/
Helpful Sites
It Does Matter
http://wvde.state.wv.us/it-does-matter/
Parent 21
http://wvde.state.wv.us/parents21/
Learn 21
http://wvde.state.wv.us/learn21/
College Foundation for West Virginia
www.cfwv.com
RESOURCE SHARING by
Programmatic Area
• Divide by Programmatic level and
informally share resources
– Elementary
– Middle
– High School
QUESTIONS??
LUNCH and Final
Speaker!