Engaging Washington Guidance Engaging Washington Guidance and Counseling Programs in and Counseling Programs in School Improvement EffortsSchool Improvement Efforts

Mike Hubert, DirectorGuidance & Counseling

Secondary Education & School Improvement

Supt. Dorn’s 2012 Supt. Dorn’s 2012 Legislative PrioritiesLegislative Priorities

• Retain basic education funding

• Improve or remove ineffective teachers

• Write rules to address district financial insolvency

• Improve academic achievement for all students and reduce dropout rates

• Promote early learning opportunities

Let’s Talk About…….Let’s Talk About…….

• Accountability

• School Improvement – Federal & State

• Career & College Readiness

• Counselors as “Change Agents”

• Counselor Interface with SIP

• What can you do?

is driving the education agenda . . .

School Counselors as School Counselors as Accountability LeadersAccountability Leaders

“….as a principal element of the leadership role, school counselors and school counselor educators must do more than merely acquiesce to the rising accountability tide; rather, they need to be genuinely committed to and engaged in improving student educational outcomes and the profession, rigorously testing and then jettisoning unproven practices and refining those that show positive results.”

Source: Sink, C. “School Counselors as Accountability Leaders: Another Call for Action,” ASCA Professional Counselor, December 2009, p. 69

The accountability The accountability relationships we are discussing relationships we are discussing

today are:today are:

“How does the school guidance and counseling program impact student achievement and career

and college readiness”?

MEASURE: A Six-Step MEASURE: A Six-Step Accountability FrameworkAccountability Framework

Mission

Elements

Analyze

Stakeholders-Unite

Results

Educate

Making DATA Work: A 4 Step Making DATA Work: A 4 Step ProcessProcess

Design – What is Your Question?

Ask – How will you answer your question?

Track – How will you make sense of this data?

Announce – How will you use your findings?

Data Coaching InitiativeData Coaching Initiative

Foundational conditions that support data informed actions that impact student outcomes:

•the quality of data, •the capacity of stakeholders to use the data, and •an organization–wide culture that supports and expects the use of data to inform decisions.

Guidance & Counseling: Impact Guidance & Counseling: Impact

on Middle School Student on Middle School Student AchievementAchievement

Schools with highly implemented comprehensive school counseling programs out performed non-CSCP schools on:

•Grade 6 ITBS Language, Math, Core Total

•Grade 7 ITBS Reading and Math

•Even more pronounced with students who remain in high implementing schools for multiple years

Source: Sink, C. “An investigation of Comprehensive School Counseling Programs and Academic Achievement in Washington State Middle Schools,” ASCA Professional Counselor, October 2008, p. 43

Guidance & Counseling: Impact Guidance & Counseling: Impact on Elementary School Student on Elementary School Student

AchievementAchievementSchools with highly implemented comprehensive school counseling programs out performed non-CSCP schools over time on:

•Grade 3 ITBS Vocabulary, Comprehension, Reading, Mathematics

•Grade 4 WASL Listening, Reading, Writing and Mathematics

Source: Sink, C. “Raising Achievement Test Scores in Early Elementary School Students Through Comprehensive School Counseling Programs,” ASCA Professional School Counseling, June, 2003, p. 350

3 Questions3 Questions(turn to a colleague)

1. What are some of your specific guidance and counseling activities that currently impact student achievement and career and college readiness?

2. What evidence supports that these activities are making a difference?

3. What additional knowledge / support do you need to be able to provide evidence related to these activities?

Intro to School ImprovementIntro to School Improvement

No Child Left Behind (2001)No Child Left Behind (2001)(Elementary and Secondary Education Act)

ESEA Goal 1

By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language

arts and mathematics.

ESEA Goal 2

All limited-English students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and

mathematics.

No Child Left Behind (2001)No Child Left Behind (2001)Elementary and Secondary Education Act

ESEA Goal 4

All students will be educated in learning environments that are safe, drug free, and conducive to learning.

ESEA Goal 5

All students will graduate from high school.

ESEA Goal 3

By 2005-2006, all students will be taught by highly qualified teachers.

Connecting School Counselors Connecting School Counselors to NCLBto NCLB

Integral to Goals 1, 2, 4, 5

Integral to School ImprovementSchool

Counselors – are here!

WA: No Child Left Behind WA: No Child Left Behind Waiver RequestWaiver Request

Must establish and meet four principles:

•College and career-ready expectations for all students;

•State-developed differentiated recognition, accountability and support;

•Support for effective instruction and leadership; and

•Reducing duplication and unnecessary burden.

New Federal SIG GuidanceNew Federal SIG Guidance

New school level requirements

SIG plans to address the academic and non-academic needs of their student should assess and address:

•Mental health needs and interventions in an integrated manner

•Access to school-based counseling services

•School-based teams to address student needs and support school climate

Excerpted from US DOE FY 2012 Omnibus Appropriations bill language related to School Improvement Grants

Is this about the work of the school counselors?

Where do you see guidance and counseling in this model?

Work Ready, College Ready, Work Ready, College Ready, Same PreparationSame Preparation

School counselors must become assertive advocates for:

•educational equity – closing the gap

•access to rigorous college and career-readiness curriculum

•academic success for all students

The New Vision for School Counseling Education Trust, 2003

School ImprovementSchool ImprovementCGCP alignment with the school’s mission and school improvement plan can actively demonstrate the impact on student achievement by:

•Raising student aspirations

•Helping students acquire resiliency and coping skills for school and life success

•Managing and accessing resources for student support

School Improvement (con’t.)School Improvement (con’t.)• Collaborating with faculty to share the

responsibility for student progress

• Engaging students in educational and career planning that present students with a wide variety of quality postsecondary opportunities

• Working intentionally toward closing the gap in student performance

Source: Dahir, C. & Stone, C., “Accountability: A Measure of the Impact School Counselors Have on Student Achievement”. Professional School Counseling, February, 2003, p.214

RationaleRationaleBy aligning a comprehensive guidance and 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

Purposes of School Purposes of School Improvement: WIINImprovement: WIIN

• Accelerate and substantially improve the academic achievement of ALL students

• Close opportunity and achievement gaps • Use Needs Assessments and Improvement Processes to

prioritize needs and invest limited resources in several targeted goals

• Build effective systems to serve ALL students and sustain changes over time

• Satisfy requirements in the No Child Left Behind Act (NCLB) of 2001

Do you see CGCP in this work?Do you see CGCP in this work?

1. A clear and shared focus2. High standards and expectations for all students3. Effective school leadership4. High levels of collaboration and

communication5. Curriculum, instruction and assessments

aligned with state standards

Nine Characteristics of Nine Characteristics of High-Performing SchoolsHigh-Performing Schools

Second Edition, June 2007

6. Frequent monitoring of learning and teaching7. Focused professional development8. A supportive learning environment9. High levels of family and community

involvement

Nine CharacteristicsNine Characteristics(con’t.)

CGCP Relationships to the “9”CGCP Relationships to the “9”

Where can you deepen your engagement?Where can you deepen your engagement?

Poised to LeadPoised to LeadSteps to how school counselors can drive

college and career readiness

• Revise school counselors job descriptions so that they are focused on equitable education and preparing all students for college and career.

• Center university training programs on the school counselor’s role in educational equity and college and career readiness.

• Align and tighten state credentialing requirements for school counselors.

• Provide strong professional development to help existing school counselors make the shift.

• Align school counselors’ professional evaluations to the academic outcomes of students.

Poised to Lead: How school counselors can drive college and career readiness, The Education Trust, 2011

What do you think?

““New Vision” Mission for New Vision” Mission for School CounselorsSchool Counselors

“Our mission is to transform school counselors into powerful agents of change in schools to close the gaps in opportunity and achievement for low-income students and students of color.”

The New Vision for School Counseling, The Education Trust, 2003

Why School Counselors as Why School Counselors as “Agents of Change” on Behalf “Agents of Change” on Behalf

of Students?of Students?They have the skills to:Assess and interpret student needsRecognize differences in cultures, languages, values, and backgroundsServe as liaisons between students and staffSet high aspirations for all studentsDevelop supports to help them succeedAssess barriers that impede learning, inclusion, and academic successCoordinate school & community resources for students. Families and staff to improve achievementLeadership for school officials to view data through an equity lens

The New Vision for School Counseling, The Education Trust, 2003

What are ways you have been What are ways you have been an agent of change in your an agent of change in your

school / district?school / district?

What Situations in Your School What Situations in Your School

Are You Concerned About?Are You Concerned About?Attendance

Graduation Rate

Promotion Rate

Multiple Failure Rate

Postsecondary Going Rate

Standardized Test Scores

Drop Outs

• The racial achievement gap grows in magnitude as a child nears entry to the workforce.

• In Washington State, between grade 4 and grade 12, the gap grows:

41% for Latino students

22% for African American students

The More Time in School, the The More Time in School, the Wider the Gap?Wider the Gap?

Dual Credit Participation & Dual Credit Participation & EthnicityEthnicity

Program American Indian1

Asian1 Black1 Hispanic1 White1 Pacific Islander1

Multi-Racial1

Ethnicity Not

Provided1

Tech Prep 2.2% 7.8% 6.5% 14.9% 65.2% <.01% 2.2% .38%

Advanced Placement 1.2% 13.7% 4.0% 8.9% 69.2% 0.05% 2.1% .03%

Running Start 1.5% 8.1% 3.0% 5.1% 79.8% <.01% 1.7% .06%

College in the High School

1.0% 10.9% 1.9% 7.7% 76.2% .2% 1.9% <.01%

International Baccalaureate

.86% 25.12% 2.5% 6.2% 62.6% 0.05% 2.7% .05%

African – American = 4.7%Hispanic = 18.9%

American Indian = 1.7%Pacific Islander = 8%Multi-Racial = 5.4%

OSPI Dual Credit Report, November, 2011

Dual Credit Participation & Dual Credit Participation & Free/Reduced Lunch EligibilityFree/Reduced Lunch Eligibility

43.7% of WA Students are Free/Reduced Lunch Eligible

Did you know?Did you know?

• The college enrollment gap between black and white students is wider than ever.

• Smart kids from low-income families earn degrees less often than kids from high-income homes who are low achievers.

• Colleges award more grant aid to wealthy students than to low-income students.

Opportunity Adrift: Our Flagship Universities Are Straying From Their

Public Mission." (Source: Baum, Sandy and Jennifer Ma. “Education Pays.” College Board, 2007.)

You Are About Every KidYou Are About Every Kid

The Professional School Counselor’s Role

“Professional school counselors develop and implement a comprehensive school counseling program that promotes equity and access for all students.”

The Professional School Counselor and Equity for All Students Position Statement, ASCA, Adopted 2006

So What Will You Do?So What Will You Do?& &

How Can We Support Each Other How Can We Support Each Other in This Work?in This Work?

HomeworkHomeworkTalk to Your PrincipalMeet with Your Colleagues and Present Your PlanFind Your Data WizardPresent Your Ideas to Your FacultyAsk Colleagues to Collaborate and Team with YouMonitor Your School’s DataPrepare Your MEASURE or DATA DraftDemonstrate Measureable Success Publicize and Share Your EffortsCELEBRATE!

Homework (con’t.)Homework (con’t.)

Register and participate in the WSCA Scene Register and participate in OSPI’s CGCP Listserv

http://listserv.wa.gov/cgi-bin/wa?A0=CGCPSUPPORT

CGCP NEWSLETTERS CGCP NEWSLETTERS

It’s Hard WorkIt’s Hard Work but deeply, deeply appreciated

“Having worked in the schools for 34 years, there is no question that counselors have the ability and the mission to positively impact the lives of all students, from the most

vulnerable to the most fortunate.  I believe that all kids need to be supported in becoming, college, career and life-ready.  School counselors are central to that work

in our schools.” Dan Newell, Assistant Superintendent,

Secondary Education & School Improvement

OSPI ContactsOSPI Contacts

Mike Hubert, Director Guidance & Counseling

Secondary Education & School Improvementmike.hubert@k12.wa.us

&Danise Ackelson, Supervisor

Navigation 101 & Guidance and CounselingSecondary Education & School Improvement

danise.ackelson@k12.wa.us