Advances in School Counseling - PAPSA-Web

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Advances in School Counseling:
New Paradigms, Programs, and
Preparation
Gary L. Troxell, Ed.D
Lancaster Bible College
Kevin Wilkerson, Ph.D.
Co-Director- School Counseling Program
University of Scranton
Presentation Objectives
• Introductions
• School Counseling (R)evolution
• New Paradigms, Programs, and
Preparation
• Illustrations
• Looking Ahead
• Resources
• What next?
• Questions and Comments
Introductions
• A little about us
• A little about you
• Brief professional examples of best
practices in School Counseling
School Counseling
(R)evolution
• ASCA National Standards for Students
(1997)
http://ascamodel.timberlakepublishing.com/files/NationalStandards.pdf
• ASCA National Model (2003, 2005)
http://www.schoolcounselor.org/files/Natl%20Model%20Exec%20Summary_final
.pdf
• ASCA School Counselor Competencies
http://www.schoolcounselor.org/files/SCCompetencies.pdf
• Evidence-Based Practice for School
Counselors
The ASCA National Model
Moving From Programmatic
Pieces to Intentional Integration
STUDENT AND SYSTEM FOCUSED SCHOOL COUNSELING
Typical Student-Focused School Counseling
Program Activities
Bully
Proofing
Program
Random Acts
of
Individual
Small
Group
GuidanceCounseling
Mentoring
Students
Phone
Contact
Study
Skills
Group
Tutoring
Ready! Fire! AIM!
Behavior
Classroom
Guidance
Management
Intentional Student-Focused School
Counseling Programs
Bully
Proofing
Program
70% Attendance Rate for
Low SES Students
Small
Group
Phone
Contact
Mentoring
Students
Tutoring
Individual
Counseling
Data Driven
Priorities
Study
Skills
Group
Classroom
Guidance
Behavior
Management
Intentional and Integrated Student-Focused
School Counseling Programs
70% Attendance Rate for
Low SES Students
Small
Group
Bully
Proofing
Program
Mentoring
Data-Driven
EVIDENCE Individual
Students
POSITIVE AND NEGATIVECounseling
Priorities
CONTINGENCY MANAGEMENT
(token economies, tangible
Study
rewards, behavioral contracting)
Skills
Classroom
Sutven, R.P., Ford, J.P., Flaherty, C. (2010).
Group
Guidance
AND
EVIDENCE
Behavior
Phone
Management
Contact
BASED PRACTICE
Intentional and Integrated
Student Focused Interventions
Interventions IDENTIFIED, EVALUATED,
EMPIRCIALLY SUPPORTED, AND
designed to directly help students gain
knowledge and skills in the areas of
academic, career, and personal/social
development in order to help them better
navigate the educational system
System-Focused School Counseling
Programs
Disaggregate
Data By
???
Review
Practices
Lead
Task
Force
Review
School
Policies
Advocate
For
Change
Advocate
for
Task
Force
Review
School
Structure
Student
Focus
Groups
Team
With
Parents &
Community
Intentional System-Focused School
Counseling Programs
70% Attendance Rate for
Low SES Students
Disaggregate
Data By
???
Review
Practices
Lead
Task
Force
Advocate
For
Change
Review
School
Structure
Student
Focus
Groups
Data-Driven
Priorities
Review
School
Policies
Advocate
for
Task
Force
Team
With
Parents &
Community
Intentional and Integrated SystemFocused Counseling Programs
70% Attendance Rate for
Low SES Students
Advocate
For
Change
Review
School
Structure
Lead
Data-Driven
Student
Disaggregate
Task
Focus
Data By
Force
SCHOOL,
COMMUNITY AND
Priorities
Groups
???
FAMILY INVOVLEMENT
Review
School
Policies
Advocate
for
Task
Force
AND EVIDENCETeam
With
Review
Parents &
BASED
Practices
Community
Sheldon, S.B. (2007).
Intentional and Integrated
System Focused Interventions
Interventions IDENTIFIED, EVALUATED,
EMPIRICALLY SUPPORTED, AND designed to
help the system (school) change in order to
better meet the needs of the students.
Examples:
•Change educator attitudes, expectations, &
priorities
•Reduce adult resistance to change
•Change policy
•Change practice
How Can School Counselors
Do This Work?


Creating data-driven, evidencebased school counseling programs
aligned with the school’s
improvement plan serves students
better
Taking a leadership role in schools
helps bring about systemic change
and alter student outcomes
Evidenced-Based Practice
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
Continuum of Strategies (RTII
approaches)
DATA
ACTION PLAN
Large group/
Classroom
All Students
Some Students
Small Group
Few Students
Individual
A Student
Referral
NEW PARADIGMS,
PROGRAMS, AND
PREPARATION:
ILLUSTRATIONS
Transcript Analysis
Identifying patterns in our own
data to determine whether all of
our students are participating in
courses that will prepare them
for college and careers
Percent of Students Behind, Proficient and
Advanced in Math
Percent of Students
100.0%
80.0%
2003
60.0%
2004
40.0%
2005
2006
20.0%
0.0%
Behind
Proficient
Advanced
Year
Behind
Proficient
Advanced
2003
35.9%
49.2%
14.9%
2004
32.6%
52.0%
15.4%
2005
46.1%
41.4%
12.5%
2006
71.0%
22.9%
6.1%
Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student
who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,
and a student in geometry or algebra honors is considered advanced. A student not taking math is also
considered behind.
Average Number of College Prep
Courses
Average Number of College-Prep Classes
6.0
5.0
2003
4.0
2004
3.0
2005
2.0
2006
1.0
0.0
All Students
Behind
Proficient
Advanced
The average should be at least 4.5 to be on trajectory to be College Ready graduation.
All Students
Behind
Proficient
Advanced
4.3
3.9
4.5
4.9
4.4
4.2
4.5
4.8
4.3
4.1
4.4
4.7
3.9
3.7
4.2
4.4
Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student
who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,
and a student in geometry or algebra honors is considered advanced. A student not taking math is also
considered behind.
Master Schedule
Analysis
Identifying patterns in course
offerings, teacher distribution, class
sizes, and time efficiency in our
schedules
Examination of the
Master Schedule Analysis
Look for:
• Patterns in these charts and what they
indicate
• Changes you may implement to ensure
that students have access to career and
college-ready courses and support
Distribution of Classes (Percent)
Enrollment:
~ 1,800
9
10
11
12
Math
39%
23%
20%
18%
ELA
32%
28%
22%
19%
Science
42%
23%
26%
9%
Social Studies
36%
25%
19%
21%
Foreign Language
48%
28%
21%
3%
Average
40%
25%
22%
14%
Of all math classes, what percent of them are 9th grade classes?
Percent of Courses that are College Prep
Percent of College-Prep Classes
Pe rce nt of Colle ge -Pre p Classe s by Subje ct
100%
100%
82%
80%
87%
67%
65%
60%
40%
20%
0%
1
Math
ELA
Science
Social Studies
Math
65%
ELA
67%
Science
82%
Social Studies
87%
Foreign
Language
100%
Foreign Language
Of all science classes, what percent of them are college-prep classe
LOOKING AHEAD
A Great School Guidance & Counseling Program
Key Points
1.
A written mission statement exists and is used as a foundation by all
counselors.
2.
Services are organized so that all students are well served and
have access to them.
3.
The program operates from a plan for closing the achievement gap
for minority and lower income students.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
4.
The program has a set of clear measurable student learning goals
and objectives established for academic, personal/social skills, and
career development.
5.
Needs assessments are completed regularly and guide program
planning.
6.
All student receive classroom guidance lessons designed to
promote academic, social/personal, and career development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
7.
The program ensures that all students have academic plans that
include testing, individual advisement, long-term planning, and
placement.
8.
The program has an effective referral and follow-up system for
handling student crises.
9.
School counselors use student performance data to decide how to
meet student needs.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
10. School counselors analyze student data by ethnicity, gender, and
socioeconomic level to identify interventions to close achievement
gaps.
11. School counselor job descriptions match actual duties.
12. School counselors spend at least 80% of their time in activities that
directly benefit students.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
13. The school counseling program includes interventions designed to
improve the school’s ability to educate all students to high
standards.
14. An annual review is conducted to get information for improving next
year’s programs.
15. School counselors use computer software to: (a) access student
data; (b) analyze student data, and; (c) use data for school
improvement.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
16. The school counseling program has the resources to allow
counselors to complete appropriate professional development
activities.
17. School counseling priorities are represented on curriculum and
education committees.
18. School counselors communicate with parents to coordinate student
achievement and gain feedback for program development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
What Next?
• Change hiring practices
• Look for SC’s who can articulate a new vision for
School Counseling
• Introduce new interview questions
• “How do you determine the impact of your work?”
• “What processes do you use to identify achievement
gaps and remove barriers to learning?
• Conduct serious program audits and
assessments
• Rethink School Counselor professional
development
Questions and Comments
• Today’s Pp presentation will be
available at www.papsa-web.org
• E-mail addresses
• Gary- gtroxell@lbc.edu
• Kevin- wilkersonk2@scranton.edu
Resources
American School Counselor Association. (2003). The ASCA National
Model: A framework for school counseling programs. Alexandria,
VA: Author.
Dimmitt, C, Carey, J. & Hatch, T. (2007). Evidenced-based school
counseling. Thousand Oaks, CA: Corwin Press.
The Education Trust - NCTSC (National Center for Transforming School
Counseling )
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