Four Components: Improve Student Achievement (Exemplary & Recognized Schools) Decrease the number of...

FOUR COMPONENTS OF A COMPREHENSIVE, DEVELOPMENTAL SCHOOL GUIDANCE AND COUNSELING PROGRAM

Guidance Curriculum

Provides guidance content in a systematic way to all students.

Responsive Services

Addresses the immediate concerns of students.

Individual Planning

Assists students in monitoring and understanding their own

development.

System Support

Includes program and staff support activities and services.

Purpose:

Awareness, skill development, and application of the skills needed in everyday life.

Areas Addressed:

Self-confidence development Motivation to achieve Decision-making, Goal-

setting, Planning and Problem-solving skills

Interpersonal effectiveness (including social skills) Communication Skills Cross-cultural effectiveness Responsible Behavior

Purpose:

Prevention, Intervention

Areas Addressed:

Academic concerns School-related concerns

Tardiness Absences & truancy Misbehavior School-avoidance Drop-out prevention

Relationship concerns Physical/sexual/emotional

abuse as described in Texas Family Code

Grief/loss Substance Abuse Family Issues Harassment Issues Coping with Stress Suicide Prevention

Purpose:

Student Planning and Goal Setting

Areas Addressed:

EDUCATIONAL Acquisition of student skills Awareness of educational opportunities Appropriate course selection Lifelong learning Utilization of test scores

CAREER Knowledge of potential career opportunities Knowledge of career and technical training Knowledge of positive work habits

PERSONAL-SOCIAL Development of healthy self- concepts Development of social behavior

Purpose:

Program Delivery and Support

Areas Addressed:

Guidance program development

Parent education Teacher/administrator

consultation Staff development for

educators School improvement

planning Counselor’s professional

development Research and publishing Community outreach Public Relations

Counselor Responsibilities

Guidance Consultation Program implementation and facilitation Professional Standards

Counselor Responsibilities Counseling Consultation Referral Professional Standards

Counselor Responsibilities Guidance Consultation Assessment Professional Standards

Counselor Responsibilities Program Management Consultation Professional Standards

Time Distribution ~ Elementary Level

Responsive Services

35%

Individual Planning

10%

System Support

15%

Guidance Curriculum

40%

Guidance Curriculum

Responsive Services

Individual Planning

System Support

Time Distribution ~ Middle School Level

Responsive Services

35%

Individual Planning

20%

Guidance Curriculum

30%

System Support

15%

Guidance Curriculum

Responsive Services

Individual Planning

System Support

Time Distribution ~ High School Level

System Support

15%

Guidance Curriculum

20%

Responsive Services

30%

Individual Planning

35%

Guidance Curriculum

Responsive Services

Individual Planning

System Support

Four Components:

• Improve Student Achievement (Exemplary & Recognized Schools)

• Decrease the number of At-Risk Students

• Improve Attendance

• Decrease Retention Rate

• Decrease the Dropout Rate (Grades 7 & 8)

• Increase Completion Rate (Grades 9-12)

• Improve effectiveness, coordination and alignment of high

school completion, college and workforce readiness efforts. (P-16 Focus)

“Begin with the end in mind”..... Stephen R. Covey

Provides guidance content in a systemic way to all students. Students develop skills for dealing with risk factors in four critical areas: at school, with peers, with self and with family.

Weekly Guidance Lessons/Monthly Topics/Character Education

• Too Good for Drugs – Grades 1–8 Research-based Curriculum – The curricula is developmentally appropriate for each grade level which builds on skills learned in previous years.• Reconnecting Youth – Grades 9 - 10 Research-based Curriculum - The focus is on a school-based prevention program for students at-risk of dropping out of school, high absenteeism, drop in grades, and referrals for using or in possession of illegal drugs.• TEEN Leadership (Middle/High Schools) Teaches students to take responsibility, express themselves, and handle problems and decisions when they arise.

Benefits:• Increased school performance.• Increased school attendance.• Increased self-esteem, personal control and peer bonding.• Decreased drug involvement, promotes benefits of a drug-free lifestyle.• Decreased suicide/risk behaviors.• Promotes positive peer norms and respect for self and others.

Other Resources: • Pillars of Character• Words of Wisdom• Character Counts

Address the immediate concerns of student

• Referral process is followed/Student Action Plan/LCDC Intervention Plan is developed for all referrals.

• Students participate in individual and/or group counseling.

• Counselors participate in Response to Intervention Committees as well as Special Education ARDs.

• Conferences are held with teachers and parents.

• Attendance Officers refer students with 3 or more absences to the counselors.

• Bully Busters activities are promoted at all schools.

• Posters are displayed at all schools identifying a 24 Hours Suicide Hotline.

• The District Suicide/Crisis Intervention Plan is adhered when necessary.

• The district has strong partnerships with local community and law enforcement agencies.s Vertical Teams are activated when needed.

Licensed Chemical Dependency Counselors (4)

(Certification by Texas Department of Health Services)

Reconnecting Youth Curriculum (Weekly)

Drug and Violence Education (DAVE)

Focus: Violence and substance abuse prevention and intervention

Services Provided:

• Individual counseling

• Group counseling• Family dynamics• Informal screening for possible drug use• Student Plan of service is completed for all referrals.

• Referrals to community agencies

• Parent conferences are required/Parent

• Education Sessions

• Strong coordination with academic counselors,

probation officers, and treatment agencies.

• Date Violence Prevention

4 0 0 12F. S. Lara Middle 8 0

Bruni Elem.

Farias Elem. 10 0

Tarver Elem.

Heights Elem. 4 0

41

2 8 20

2 6

27

Don Gallego Elem. 2 0 8

11Daiches Elem. 6 0 6

Campus TotalSuicide Ideation

Substance Abuse

Behavior Grief/Trauma Other

Reason for Referrals/Number of Referrals to Community Agencies

4

22 3 5

7 1 25

40

0 1 61

0 11

69

4 15

Leyendecker Elem. 13 0 6

00

0 15

50 0

2 0 19

Milton Elem. 3 0 4 0 7 14

Macdonell Elem. 2

63

Ryan Elem. 18 0 48 4 17 87

A. Pierce Elem. 11

0 13

1 140 37

4 10 30

Santo Niño Elem. 0 0 5 1 10 16

Santa Maria Elem. 3

14

J. C. Martin Elem. 1 0 4 2 16 23

D. D. Hachar Elem. 5

0 8

0 00 9

2 0 14

Kawas Elem. 4 0 2 2 5 13

Zachry Elem. 4

16 22

Ligarde Elem. 0 0 2 0 0 2

Dovalina Elem.

10 0 35

05 0 1

15 67Sanchez/Ochoa Elem.

124

Cigarroa Middle 54 14 65 23 8 164

Christen Middle 22

6 374

16 412 43

23 3 416

Memorial Middle 21 2 6 0 2 31

Lamar Middle 10

31 1 16

0 0 3

Martin High 21 0 250

VMT Magnet 2 0 1

7

11 254 536

14 85

Cigarroa High

Nixon High 36 2

9 592

Early College High 0 0 1

24 9

0 4

1 0 2

0 0 20

173 465 2054District 333 28 1055

F. S. Lara Academy 16

Disciplinary Action Reason Code

Disciplinary Action Reason Codes 2007-2008 2008-2009 2009-2010

Possessed, sold, or used marijuana or other controlled substance-TEC §37.006(a)(2)(C) and 37.007(b)for under influence

Possessed, sold, used, or was under the influence of an alcoholic beverage TEC §37.006(a)(2)(D) and 37.007(b)

228 226 193

1 7 7

Assists student in monitoring and understanding their own development

• Student Planning & Goal Setting• Utilize test results to guide students in future planning• Focus P-16• Educational Planning/ 4 Year Plans/6 Year Plans• Career Planning/Career Pathways by Student Interest• Career Portfolios (K-8th Grade)• College Campus Visits – 7th Graders (LCC)

8th Graders (TAMIU)• College and Career Day at all Schools• College and Career Night for High Schools

(Wednesday, October 27, 2010)

• College Go Centers• Guidance Conference on Preparing for College

for all 8th grade Students and Parents.• Duke University Talent Identification Program for

7th grade students.• Scholarships/Grants/Financial Aid• College Entrance Applications• College Entrance Exams• Dual Enrollment• Advanced Placement Courses

Includes program and staff support activities and services.

• Guidance program development and management• Parent education/Parent Liaisons Presentations• Staff collaboration and consultation • Professional development for educators• Public relations/community outreach• Professional development for counselors• School Improvement Planning

Presenters: Counselors1. Comprehensive Developmental Guidance Program and Services2. Respect and Dignity3. Breaking the Silence/Reporting Child Abuse/Children’s Advocacy Center4. Violence Prevention/Reporting Date Violence & Bullying5. Suicide Prevention – Signs and Symptoms/Reporting

Building Capacity… Sustained Staff DevelopmentAugust 12 -13, 2010

~ Youth/Kid Connection, Region One Curriculum-Based Support Group Training

August 16-17, 2010~ Theories Refresher – Dr. Trace Pirtle, Diplomat in Logotherapy Assoc. Professor of Counselor Education Texas A & M International University Exponential Potential Consulting, LLC

September 6, 2010

~ STCADA – Romeo Rodriguez, Executive Director Amber Morelock, Prevention Program Supervisor

October 7, 2010~ Annual Domestic Violence Conference

October 11, 2010~ Drugs, Bullying, and Violence/Drugs and Violence Education”, Region One

November 5, 2010

December 17, 2010

January 4, 2011

March TBD, 2011~ Appraisal Techniques Refresher- Everything You Forgot (to ask) from Graduate School!, Dr. Trace Pirtle

March TBD, 2011

April TBD, 2011

~ Annual Border School Counselors’ Association Conference

~ Alcohol & Drug Prevention, Region One ~ Suicide Prevention, Intervention, and Post- Vention, Region One

~ Child Abuse & Injury Prevention, Region

One

~ Annual Child Abuse and Neglect

Conference, Children Advocacy Center

~ Legal Issues

Organizational Profile:Environment, Relationships, and Challenges

1.Leadership

3.Student,

Stakeholder,and Market

Focus

6.Process

Management

2.StrategicPlanning

5.Faculty andStaff Focus

7. OrganizationalPerformance

Results

4.Measurement, Analysis, and Knowledge Management

1ProblemSolvingProcess

Identify &Select

Problem

1

AnalyzeProblem

2

GeneratePotentialSolutions

3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Why Group Problem Solving?

Improves the effectiveness of the way we run the organization Improves quality of decisions Taps creativity of employees

Obtains greater ownership & trust Fosters teamwork Adopts a systematic and universal approach to problem solving

ProblemSolvingProcess

Identify &Select

Problem1

AnalyzeProblem

2


3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Objective:• To develop a clear “as is” statement of the problem• To develop a desired state of the problem situation.

Step 1 Activities - List all known facts about the problem

- Identify Problem Statement (Current State)

- Identify Desired State (include timeframe)

Guidelines: 1. The problem is stated, in “as is” (current state) terms and does not suggest a cause or solution.

2. The “desired” state should be described in measurable, observable terms and should include the estimated time to implement the solution. The desired state should also be described using success indicators such as % satisfied instead of decrease in complaints (negative success indicator).


Identify &Select

Problem

1 AnalyzeProblem

2


3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Objective:• Identifying the root cause of the problem

Step 2 Activities - Collect additional data pertaining to the problem

- Construct a Pareto Chart (if appropriate)

- Construct a Fishbone Diagram to generate potential causes

- Identify and validate root cause using factual data

Guidelines: 1. Data analysis confirms that the problem exists.

2. Data has been displayed effectively (analysis tools).

3. Root cause is supported by data.

Source: AEIS 2007, 2008 and 2009Source: AEIS 2007, 2008, and 2009

Source: AEIS 2007, 2008 and 2009Source: AEIS 2006, 2007, 2008 and 2009

Source: AEIS 2008 and 2009Source: AEIS 2008 and 2009

Source: AEIS 2008 and 2009

Grade District State

Kinder 0.2% 2.4%

1st 10.6% 5.3%

2nd 7.0% 3.0%

3rd 6.2% 2.3%

4th 4.5% 1.2%

5th 7.0% 1.7%

6th 1.0% 0.8%

7th 1.5% 1.2%

8th 4.5% 1.4%

Non-Special Education Rates

Grade District State

Kinder 0.0% 11.8%

1st 11.8% 9.7%

2nd 10.6% 4.2%

3rd 7.0% 2.4%

4th 2.0% 1.0%

5th 6.5% 1.7%

6th 0.0% 1.3%

7th 0.0% 1.8%

8th 1.5% 2.5%

Special Education Rates

Source: AEIS 2009-2010

Apply Texas Application Semester


Identify &Select

Problem

1

AnalyzeProblem

2


3Select &Plan

Solution

4

ImplementSolution

5

EvaluateSolution

6

Objective:• Produce as many ways as possible - including some wild ideas – to solve the problem

Step 3 Activities - Brainstorm potential solutions

Checklist: 1. Exhaust ideas.

2. Avoid evaluation.

3. Think “outside the box.”

4. Get ideas from others resources.


Identify &Select

Problem

1

AnalyzeProblem

2


3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Objective:• Select the optimum solution and plan its implementation.

Step 4 Activities - Use List Reduction to decrease list to a manageable number of items

- Use Criteria Rating Form to select best of 3-5 items

- Establish an implementation plan (Activity List, Gantt Chart, Flowchart)

Guidelines: 1. Gain agreement using List Reduction tools and techniques.

2. Consider others affected by the solution.

3. Develop an implementation plan using an Activity List, Gantt Chart or Flowchart.

4. Identify measurements to determine if desired state is reached.

5. Identify contingency plans where needed.

Laredo Independent School District District Improvement Plan 2009-2010 Student Achievement Guidance & Counseling NCLB Performance Goal: AYP Graduation Standard 70%; AEIS Completion Standard grades 9-12; 75.0%/85.0%/95.0%______________________________________________

Performance Goal # All students will graduate from high school.__________________________________________________________________________________________________ District Goal 3: By the year 2010, Laredo ISD shall be recognized for a comprehensive student support system that promotes a safe learning environment thru innovative_________ programs.___________________________________________________________________________________________________________________________________

Summative Evaluation: Secondary dropout rate will decrease from 0.7% to 0% and the AYP Graduation Rate will increase from 76.2% to 80.0%; AEIS Completion Rate will increase from 87.5% to 90.0%._________________________________________________________________________________________________________________

Strategy

Special Population

Needs Assessment

Formative Evaluation Measured Result

Resources

Person Responsible

Dates

1. Counselors will provide Character Education guidance lessons twice weekly for grades 1st – 10th.

All students by student groups.

AEIS Completion Rate 87.5%. AYP Graduation Rate 76.2%. District Needs Assessment Results

Elementary 6 weeks Reports. Secondary Monthly Reports Weekly Planner Program Distribution Report

Curriculums: Too Good for Drugs Re-connecting Youth (Title I/State Comp.) 7 Pillars of Character Character Counts Project Wisdom [VII] ($9,000) [IV] ($30,000) [XIII] ($10,000)

Executive Director for Student Services Director of Guidance & Counseling/At-Risk Program Campus Administration Counselors

____ 1st six weeks ____ 2nd six weeks ____ 3rd six weeks ____ 4th six weeks ____ 5th six weeks ____ 6th six weeks

2. Counselors will track & conference with all students absent from school 3 or more days. Parent conferences will be held as necessary.

All students by student groups.

AEIS & AYP Reports Attendance Report Teacher referrals

Weekly Attendance Report Weekly Planner Six weeks report Monthly Reports Counseling logs

Attendance Officers Parent Liaisons [No Funds Needed]

Director of Guidance & Counseling/At-Risk Program Campus Administration Counselors Attendance Control Coordinator

____ 1st six weeks ____ 2nd six weeks ____ 3rd six weeks ____ 4th six weeks ____ 5th six weeks ____ 6th six weeks

SAMPLE


Identify &Select

Problem

1

AnalyzeProblem

2


3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Objective:

• Implement the solution according to the plan developed in Step 4.

Step 5 Activities

- Implement the Plan form Step 4


Identify &Select

Problem

1

AnalyzeProblem

2


3Select &

PlanSolution

4

ImplementSolution

5

EvaluateSolution

6

Objective:• To learn how effectively the solution solved the identified problem.

Step 6 Activities

- Evaluate Solution Against the Desired State

- Check for Any New Problems Create by the Solution

- Recycle to Further Reduce the Gap Between Current and Desired States and to Address Any New Problems or Causes

Four Components: Improve Student Achievement (Exemplary & Recognized Schools) Decrease the number of...

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