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The RISCAToolkits Approachto Implementing Comprehensive

School Counseling Programs

ASCA 2006 Annual Conference

Chicago, Illinois

June 2006

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Presenters Belinda Wilkerson, Rhode Island Counselor-

in-Residence Dr. Patricia Nailor, Director of Counseling,

Providence (RI) Public Schools (Retired) Jean Greco, Program Supervisor of K-12

Guidance, Cranston (RI) Public Schools Dr. Karl Squier, Counselor Advocate,

Toolkits Designer Diane West, School Counselor, Hope High

School, Providence Public Schools Marianne Davidson, Counseling Department

Head, Hope High School, Providence Public Schools

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Our Primary Goal

Implement Comprehensive School Counseling Programs

— Based on the ASCA National Model, and

— Aligned with the Rhode Island Framework for Comprehensive K-12 School Counseling

in all Rhode Island Public Schools

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What We Will Do Today

Overview of the Eight RISCA Toolkits Focus on Toolkit #2—Essential

Counseling Program Focus on Toolkit #3—School Counseling

Data Management Focus on Toolkit #8—Individual

Learning Plans Focus on Managing a State-wide or

District-wide Professional Development Initiative based on Toolkits

Practice Using Some Key Tools

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Why Use the Toolkits Approach?

Answers the question: What do I do tomorrow to implement a comprehensive school counseling program based on the ASCA National Model?

Provides structured processes, clearly defined protocols and easy to use tools to capture and organize the results of your work

Produces quality documentation that can be used to promote the value of school counseling to student success and the health of the school community

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Eight Toolkits

1—Strategic & Annual Planning

2—Essential Counseling Program

3—School Counseling Data Management

4—Professional Development Program

5—Family & Community Engagement

6—Program Implementation Management

7—Individual Counselors Planning for Results

8—Individual Student Learning Plans

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All Toolkits Produce Products

1—Strategic Plan and Annual Implementation Plans

2—Framework for School Counseling

3—Data Reports on the Impact of Your Counseling Program and SPARCs

4—Professional Development Program, Modules and PD Calendar

5—Plan for Engaging Families and Community, and Building Partnerships

6—Counseling Department Administrative Handbook

7—Individual Counselor Plans for the School Year

8—Individual Learning Plan Program for Students

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All Toolkits Consistof a Series of Steps

Each step is designed to help you reflect on your practice and dialog with your colleagues regarding the topic of the Toolkit

Each step contributes to the final products produced by the Toolkit

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Step 1 in Each Toolkit is a Visit

to the “Toolkit Welcome Center” At each Welcome Center you complete

four tasks:

— Assemble a Work Group— Gain knowledge about the focus of

the Toolkit (e.g., gain knowledge about what constitutes an Essential Counseling Program)

— Assess the strengths and weaknesses of your current approach to the focus of the Toolkit

— Develop a plan for using the Toolkit in your school and district

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What You Will Do in Each Toolkit

The following slides identify the steps involved in each Toolkit

Each step can involve one or more tools

Step 1 (Welcome Center) is assumed—the slides begin with Step 2

Completing all Toolkits will help you establish the infrastructure for implementing comprehensive school counseling programs in your school and district

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#1—Strategic & Annual Planning

2. Examine the Major Forces Impacting Your School Counseling Program

3. Learn How to Implement a Complete Planning Cycle

4. Produce a Strategic Plan

5. Produce Annual Implementation Plans

6. Implement Your Plan and Monitor Progress

7. Produce Accountability Reports Based on Your Strategic and Annual Plans

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#2—Essential Counseling Program

2. Define Your Essential Counseling Program (based on four components of Delivery System in ASCA National Model)

3. Develop a Scope & Sequence for Your Counseling Curriculum

4. Define Expected Results for Curriculum Activities and Align Them with Standards

5. Document Your Essential Counseling Curriculum

6. Produce a Framework for School Counseling for Your District

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#3—School Counseling Data Management

2. Develop a School Counseling Data Management Program for:a. Assessing Student Progress towards

Standardsb. Assessing the Impact of Implementing Your

School Counseling Program

3. Explore the CSCOR Website

4. Download and Learn How to use EZAnalyze

5. Produce a SPARC for Your School and District

6. Using SALT Data to Demonstrate Impact of School Counseling on Student Success

7. Rhode Island Commissioner of Education’s Review Process

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#4—Professional Development Program

2. Develop a Professional Development (PD) Program for School Counselors

3. Publish a School Counseling PD Calendar

4. Document PD Modules

5. Prepare a New Hire Counselor PD Program

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#5—Family & Community Engagement

2. Develop Plan for Engaging Families and Community

3. Develop Plan for Developing/ Enhancing Partnerships (e.g., Government Agencies, Higher Education, Business Community)

4. Publish a Handbook for Family, Community and Partnerships

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#6—Program Implementation Management

2. Define and Document School Counselor Roles and Responsibilities

3. Define and Document Policies and Protocols Related to School Counseling

4. Standardized Processes and Forms, Where Appropriate

5. Maintain Logs of Implementation Activities

6. Produce an Administrative Handbook for School Counseling

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#7—Individual Counselors Planning for Results

2. Produce Individual Counselor Plans for the School Year

3. Compile Points to Discuss with Your Department Head and/or Principal

4. Identify Barriers to Achieving Results and Strategies for Overcoming Them

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#8—Individual Learning Plans

2. Develop an Individual Learning Plan (ILP) Program for you School and/or District

3. Develop Materials to Use with the ILP

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Focus on Toolkit #2 Brain Dump & Sorting Tool Scope and Sequence for Curriculum Expected Results for Curriculum

Activities Alignment with Standards Documenting Essential Counseling

Activities Publishing a Framework for School

Counseling Toolkit #2 Activity

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Focus on Toolkit #3

Toolkit Usage Survey

Professional Development Initiative Activity Log

SPARC

SALT Data

Toolkit #3 Activity

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Question 2—I have been directly involved in developing strategic and

annual plans for counseling in my school

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Focus on Toolkit #8Individual Learning PlansA Program to Personalize Student

Learning& Contribute to Their Academic, Career

& Personal/Social Success

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Why Plan?

Planning is a lifelong skill that is a requirement for personal growth and success

If planning is so important to our success in the world of work, we should be helping students become better planners by helping them focus on their own futures

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Individual Learning Plans—

A DefinitionAll schools will support each student’s creation of an Individual Learning Plan: primarily authored by students themselves with guidance from their school advisors, counselors, parents created/revisited frequently (in advisories) focused on goals connected to using the time in high school to accomplish personal objectives, in conjunction with completing graduation requirements. (Rhode Island High School Diploma System, 2005, p. 4)

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The ILP & Student Success

Students are more likely to succeed in school, work and life when they know how to plan for their future

The ILP:— is a structured process that enables students to plan for their future in three developmental domains: academic, career and personal/social

— allows counselors and teachers to observe student progress along the learning continuum

— is results-based with specific learner outcomes and functions as a pathway to personalization

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ILP: A Results-Based Program

As a result of participating in the ILP Program, students can expect to: Have meaningful interactions with school counselors who help them plan for their academic, career, and personal/social development

Describe the planning process and how they apply it in their lives (set goals, develop action plans, monitor one’s progress, reflect on one’s experience, use results of reflection to update plans)

Become skilled in identifying and addressing barriers to their learning and developing strategies to overcome them

Always know how they are progressing toward graduation

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Student OutcomesThe ILP provides a structured process to help students plan for their futures through the:

a) acquisition of knowledgeb) development of skillsc) adoption of appropriate behaviors/attitudes

In order for students to demonstrate progress and be assessed as proficient, the ILP Program must first deliver opportunities for students to learn relevant content and practice applying what they are learning to real-world contexts

This content is called the “ILP Curriculum” and consists of learning opportunities already in use in other areas of the curriculum and new activities designed specifically for the ILP Program

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Knowledge We Want Students to Acquire

Essential information students will learn through the ILP:

― Importance of planning for their future

― Steps in a complete planning process

― Standards which affect their future

― Roles and accountability

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Skills We Want Students to Develop

Tasks & skills that are essential for students to do in terms of individual student planning:

Envision the futureIdentify developmental needsDevelop an action planImplement their plan & monitor their progressEvaluate their progress & document their conclusionsDevelop new planProvide evidence of progress toward results

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Behaviors We WantStudents to Adopt

One’s behavior and attitude are critical to success in school, work and life

The ILP highlights behaviors/ attitudes required for success by business and educational communities

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Hope High School’s ILP Providence, Rhode Island

ALP Academic Learning Plan

Credit Audit of courses, grades & credits earned Academic road map to graduation One ALP for all 4 years that is updated annually

I-PASS Individual Physical Academic Social Success Plan

Designed to promote a balanced individual~ — Mind (academics) — Body (physical) — Relationships (family & Friends)— Spiritual is a personal goal that is not

addressed with the I-PASS

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Students are accountable for understanding and tracking courses, grades and credits with help from advisors and counselors

ALP is updated annually by students and retained with advisors in individual folders

Road map of core courses required, small learning or theme choices, and elective options

Course of Study is enclosed with student’s file for detailed course description

Academic Learning Plan (ALP)

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How We Deliver the ILP to Students

Introduce the ILP through Advisories

Quarterly Academic Review

with Students

Start of YearALP Packet4-Year PlanTranscript

ILP Folder Checklist

Beginning of Year

ALP Packet (4-Year Plan, Transcript)

I-PASS Packet (I-PASS Goal

Setting Activity,I-PASS

Template, Examples)

ILP Folder Checklist

During the Year

Quarterly Academic Review by Students

Parent-Teacher Conference at

End of 2nd Quarter

(Student, Parent, and

Counselor Sign the ALP)

1-on-1 Assistance

End of Year

Written Reflection on I-PASS Activity

Review ILP Folder using Checklist and

Rubrics

Student and Teacher Surveys

on Impact of Using ILP

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Academic Learning Plan: Course Audit ~ Hope ARTS

Student Name _______________________________ Student ID # ________________________ Grad. Date _______

Courses Grade 9 Grade 10 Grade 11 Grade 12

Courses Arts Total Course GR CR Course GR CR Course GR CR Course GR CR

English E1,E2,E3,AE3,E4,EEP-E4 4Mathematics AI, A2, Geo, P-Cal 4Science Bio, chem, Physics,Ch2 3Social Studies World, US, SS elect 3World Lang (same) French, Italian, Spanish 2Physical Ed/Health 4Technology 1Art - Major 4 Dance Intro, D2, D3, D4

Music/Instrument Intro, I2, I3, I4

Theatre Intro, T2, T3, T4

Visual Arts Intro, A2, A3, A4

Electives 3Electives - LA & ESL R180-Con Lit ESL-B-I-A

Electives - math math

Internship *Total for Graduation 28

______________ ______________ ______________ ______________

Date Date Date Date___________________________ ______________ ______________ ______________ ______________

Student Signature Student Initials Student Initials Student Initials Student Initials___________________________ ______________ ______________ ______________ ______________

Counselor Name Counselor Initials Counselor Initials Counselor Initials Counselor Initials12/13/2005

* 30 credits = Hope High School Art Advanced Studies Certificate * 32 credits = Hope High School Art Scholar

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Student Name__________________________ ID# __________________ Grade ____

Goals & Action Plan (Sept.) Assess (Feb) Reflect~written (June) C PC NC

PhysicalExercise

Nutrition

AcademicEducational

College/Career

SocialClubs/Civic duties

Family & Friends

C=completed PC=partially completed NC=not completed

Student Signature _____________________ __________ __________ _______Sept. date & initial Feb. date & initial June date& initial

Parent Signature ______________________Mid-year date @ Parent Night ____________

Counselor & Advisor Initials__________________ ______________ _______________ _________Begin of year date Mid-year date Y/E date

Providence Public Schools - Hope High School © 2006

I-PASS Individual - Physical ~ Academic ~ Social ~ Success

School Year 2006 - 2007

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I-Pass I ndividual ~ Physical ~ Academic ~ Social ~ Success Plan

Physi calExerciseSWI 3-1 Establish behaviors and habits that lead to lifelong physical fitness and social and emotional well-being.

* Join a school team: soccer, basketball, football, cross-country, track, volleyball, baseball, tennis, dance, cheerleading, etc.* Walk to/from Kennedy Plaza to get bus & exercise.* Develop a personal exercise program - join a gym, walk/run with a friend, walk to work, etc.

NutritionSWI 3-1 Develop healthy eating habits: limit soda, candy & junk food in-take

* Eat breakfast daily ~ do not skip meals.* Eat balanced meals & healthy snacks like popcorn, Tostitos, yogurt, fruits, etc.* Drink more water daily.

Academi cEducationalSWI 3-0 Evaluate & monitor classes on mid-quarter (progress & report cards) basis and revise & develop strategies to improve weak academic areas.

* Achieve and maintain honor roll status.* Improve grade/effort/conduct in particular classes.* Reduce or eliminate tardiness or absences, discipline reports and suspensions that effect and interfere with education.* Request extra assignments to excel in class.* Complete homework and project assignments timely with help from the H2O program, if necessary.

College/Career/JobSWI 3-2 Explore careers to help set future academic and professional goals.

* Investigate colleges that have your career interest.* Attend local college open houses and/or walk around local college campuses ~ Brown, RISD, RIC, CCRI, & PC.* Shadow a professional to gain insight into his/her career AND/OR get a part-time job in your field of interest.

Soci alClubs/Civic dutiesSWI 2-0 Participate in, service learning projects and internships that will benefit the Hope/greater community and the individuals' own

personal, academics and/or career goals. Earn a minimum of 20 hours by senior year ~ Give back to the community.SWI 2-1 Practice the rights and responsibilities of citizenship in a democracy by participating in junior/senior council.SWI 2-2 Demonstrate, tolerance and respect for differences ~ race, location (where one lives) and their "crew". SWI 2-3 Working cooperatively in diverse groups and learn to take turns, listen and contribute to the end product/project/result.

* Join a couple of school clubs ~ newspaper, yearbook, H20 activities, etc.Family & Friends (relationships)

* Become a big brother/sister with a new student at Hope.* Communicate equally and respectfully with family, friends and adults.* Resolve issues/conflicts in a responsible manner using an adult mediator when necessary.* Become more helpful on a voluntary level with family and friends.

SWI= School-wide Indicators #2-Community Involvement & Cultural #3-Self-Reflection & ManagementProvidence Public Schools - Hope High School © 2006

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Preliminary Data Did the Advisory Curriculum Help

Students with:— Setting Goals (I-PASS)

• Teachers (Yes = 79%)• Students Average All Grades (Yes=81%)

— Using Their Academic Learning Plan (ALP)

• Teachers (Yes = 83%)• Students Average All Grades (Yes=77%)

Toolkit #8 Activity

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Focus on Managing State & District-wide PDI’s

Central Coordinating Function is Required

On-site Visits to Schools are Effective for Professional Development

Professional Development Must be Ongoing and Reinforce Common Themes

Districts Need Realistic and Manageable Targets to Achieve During the School Year

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Coaches Program

Goal Is To Have At Least One Counselor In Every District Trained In the Use of the Toolkits

Coaches Are a Primary Link between RISCA (a Statewide Organization) and Counselors in the Schools

Coaches Provide On-site Technical Assistance in How to Implement Comprehensive School Counseling Programs

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How Did/Will We Fund This?

School-to-Career and Perkins Grants

Fees for Professional Development Events

A Whole Lot of In-Kind Contributions

Toolkits and EZAnalyze are Free

RISCA is Submitting Grant Proposals

You Will Find a Donation Box at the Back Door

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What We Have Learned

These Are Essential:

— A Community of Dialogue and Self-Reflection

— Leadership and Ownership

— Front-end Planning

— A Facilitated Process

— Both Short and Long-Term Goals

— Starting with Toolkit #2 is Recommended

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RISCA Toolkits Are Free

The RISCA Toolkits are available for free download from the Rhode Island School Counselor Association’s website:

www.rischoolcounselor.org Tools are continuously developed,

piloted and revised. Check our website periodically to obtain the latest version

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Contact Information

Belinda Wilkerson bwilkers@providence.edu

Dr. Patricia Nailor pnailor@cox.net

Jean Greco jgreco@cpsed.net

Dr. Karl Squier karlsquier@cox.net

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Contact Information

Diane West diane.west@ppsd.org

Marianne Davidson marianne.davidson@ppsd.org

Rhode Island School Counselor Association (RISCA) www.rischoolcounselor.org

Center for School Counseling Outcome Research www.cscor.org