PPt - participants Sessions/AOCC 2016... · Comprehensive School Counseling Program Plan ... •...

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Developing a comprehensive school counseling program.AOCC

All Ohio Counselors ConferenceNovember 2, 2016"

Mark Kuranz"ASCA Past President, Trainer"

Adjunct Professor Marquette University"[email protected]"

"""

Making DATA Work, 3rd ed."

ASCA National Model Implementation Guide"

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How will we do this work today?"

Be open to the experience

and each other


Speak your truth without blame or judgment

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Notice moments of discomfort

and stay focused


Listen fully with your ears, eyes, and heart

Goals for the Training"ü Review the components of the ASCA

National Model"ü Move forward with the alignment of the

school counseling program with the ASCA National Model"

ü Develop SMART goals and action plans"ü Plan next steps for model implementation"

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Ohio Standards for School counselors "

The standards in the context of Ohio's

standards-based Reforms: "Common themes cross all of these sets of

standards. These shared foundations include an emphasis on:"• Student learning and achievement;• Shared leadership;• Data-based decision-making; "• Communication and collaboration; and "• Ongoing professional learning. "

Ohio Standards for School Counselors Standard 1:

Comprehensive School Counseling Program Plan "

"School counselors collaboratively envision a plan for a comprehensive school counseling program that is developmental, preventative and responsive, and in alignment with the school’s goals and mission. ""Elements 1.4 The school counseling program aligns with the school’s goals and mission. ""

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Standard 2.

Direct services for academic, career and social/emotional development

"School counselors develop a curriculum, offer individual student planning and deliver responsive services in order to assist students in developing and applying knowledge, skills and mindsets for academic, career and social/emotional development. ""Element 2.1 "Curriculum Development: School counselors possess the knowledge and skills to develop an effective school counseling core curriculum. ""

Standard 3

Indirect Services: Partnerships and Referrals "

School counselors collaborate and consult with school personnel, parents/guardians, community partners and agencies/organizations to coordinate support for all students. """Element 3.1 School counselors partner with school personnel and parents/guardians to achieve common goals for student success. "

Standard 4.Evaluation and Data"

School counselors collaboratively engage in a cycle of continuous improvement using data to identify needs, plan and implement programs, evaluate impact and adjust accordingly. "Elements:4.1 School counselors monitor student performance and progress.4.2 School counselors monitor the effectiveness of the school counseling program. "4.3 School counselors use data to recommend changes and adjustments to the comprehensive school counseling program, specific practices and/or school policies and procedures to foster student success. "

"

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Standard 5.Leadership and Advocacy "

School counselors lead efforts to advocate for programs, policies and practices that support an equitable, safe, inclusive and positive learning environment for all students. ""Elements 5.2 School counselors take leadership in promoting a school environment that is inclusive of, responsive to and safe for its diverse members. ""

Standard 6.

Professional Responsibility, Knowledge and Growth "

School counselors adhere to the ethical standards of the profession, engage in ongoing professional learning and refine their work through reflective analysis."Elements:6.1 School counselors seek ongoing, relevant and high-quality professional learning and growth. "6.2 School counselors adhere to ethical standards and legal and professional codes.6.3 School counselors demonstrate professionalism in their field. ""

Understanding and using the Standards "

•  Self-Assessment tool for School Counselors "

•  Ohio School Counselor Evaluation Rubric"

•  Pre and Post Observation Resource Questions"

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Research…"

Two economists said having a sc in the building:"•  has the same impact on student achievement as

increasing the quality of every teacher in the school."

•  twice as effective as reducing class size"•  reduces misbehavior of males by 20%"•  reduces misbehavior of females by 29%" Carrel & Hoekstra, 2011"

Some of the School Counseling Researchers"

•  Carey, Harrington, Martin, & Hoffman, 2012"

•  Dimmitt & Wilkerson, 2012"

•  Ward, 2009"

•  Lapan, Gysbers, Sun, 1997"

•  Lapan, Gysbers,Petros, 2001"

•  Sink, Stroh, 2003"

•  CSCORE – Carey & Harrington, UMASS"

Research on Schools with Comprehensive Counseling Program"

Increased"•  Graduation Rates"

•  Math and reading"

•  3rd grade reading proficiency"

•  Scores on state tests"

•  ACT scores"

•  Students taking ACT"

•  Perkins Program completion"

•  Attendance"

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Research on Schools with Comprehensive Counseling Program"

Decreased"•  Suspension rates"

•  Discipline referrals"

•  Student reports bullied/teased"

How the school counseling program

is organized matters"

What school counselors

choose to do matters"

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School Counselors in Changing Times"

•  Lack of legitimization"•  Lack of consistent identity"•  Variation in roles from state to state and site to site"•  Non-school counselor responsibilities"•  Educator vs. Mental Health counselors "•  Radom Acts of Guidance vs. Comprehensive program"•  Pre-service training varies as do administrative

expectations"•  Lack of counselor accountability"

We Exist To Effect Change In Students:

""Acquire"•  Knowledge""•  Social Skills"

•  Positive Attitude/Skill"

Improve"•  Attendance"

•  Behavior "

•  Academic Achievement"

Why National Model?"

•  More time with students"•  More time spent on counseling"•  More school counseling programs"•  Better results for all students"•  More engaged stakeholders"•  More accountability"

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Challenges …"• Time – how to prioritize"• Timing – when to start "• Buy-in from stakeholders"• ASCA school counselor role vs. reality"• Aligning with district “drivers”"• Data – implications"• Frustrations of so much to do"

""

The old question was…"“What do counselors do?”

The new question is… “How are students different because of the school counseling program?

Special Topicsp. 134"

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Themesp.1"

•  Advocacy"•  Leadership"•  Collaboration"•  Systemic Change"

How are they integrated with the District Goals?"How are they aligned with the college and career readiness goals, student achievement, relevance, relationships and leadership?"

What do these terms mean?"

School Counselor Leadership"

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Confronting the Brutal Facts"

Leadership "

Leadership Behaviors"1. Accomplish goals with certainty"2. Find resources to secure what is needed to improve "services for students"

3. Advocate for marginalized students"4. Share innovative ideas"5. Actively work with stakeholders to implement SCP"6. Remain positive when faced with barriers impeding "student success"

7. Persuade others to gain buy-in"8. Accomplish goals that have systemic impact"9. Ask for help to advocate on behalf of students and "parents"

10. Be confident in ability to lead" " " " " " " "School Counselor Leadership: An essential Practice"

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Advocacyp. 4"

Advocacy"

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Collaborationp. 6"

Responding with a Systemic Focus

(SYSTEMIC DISPARITIES)

p. 8"School counselors:"•  Use data to support leadership, advocacy and

collaboration designed to create systemic change."

•  Work proactively to remove systemic barriers to learning "

•  Promote systemic change that will create a learning environment where all students succeed."

Remember the babies…."

Responding with a Systemic Focus"

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Mentors

Phone Contact

504’s

Small Group

Classroom Lesson Behavior

Management

After school Program

Tutoring

45% of students in the school have a D or F."

Traditional Counseling Responses"

Individual Counseling

Student Focused

Implement school Wide Closing the Gap Plans

School wide Advisory Program

Conduct a Student Survey

Disaggregate Data by Teacher

Advocate for Task Force

Team with Parents & Community

Analyze master schedule

Change Policies

45% of students in the school have a D or F."

Data Driven Counseling Programs"

PBIS

System Focused

45

`"

“Keeper of the vision” is necessary to ensure

successful implementation of the ASCA

Model

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FOUNDATION

Program Focus Student Competencies

Professional Competencies

Program FocusFoundation "

Beliefs Vision Mission ProgramGoals

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Visionp. 23"

BeliefsWhat do we believe… "

ü Can all students achieve? ü Do we address the developmental needs of

ALL students?

ü Student advocate? ü School counseling programs?

ü Use data to inform program decisions?

ü Do ASCA’s Ethical Standards for School Counselors guide our work?

ASCA Ethical Standards Preamble

•  Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.

•  Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with nondominant language backgrounds.

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School Counselor believe:"•  We believe that all students have the ability to grow and learn, "

given opportunities and support."•  We believe by implementing a comprehensive school

counseling program, all students will receive developmentally appropriate curriculum in the academic, personal/social, and career domains."

•  We believe school counselors are leaders, advocates, and collaborators, promoting every student’s success."

•  The comprehensive school counseling program is continuously planned, managed, delivered, and evaluated by licensed school counselors with stakeholder support."

•  We believe school counselors use data to guide the goals of the comprehensive school counseling program and to facilitate student achievement."

•  We believe the ASCA ethical standards guide school counselors in supporting the development of every student."

As belief statements are developed,

consider:"We believe school counselors use data to

guide the goals of the comprehensive school counseling program and to facilitate student achievement."ü How is this important for students? ü What does this mean for the school

counseling program? ü What does this inspire the school counselor to

do? ü  "

Vision p. 23 "

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Effective school counseling vision statements"

•  Address outcomes for the future, specifically related to student achievement and other student outcomes"

•  Describes in rich detail what school counselors hope to see in their students in the next 5 to 15 years. "

•  Reflects the agreed upon school counselors’ beliefs and worldview"

•  Articulates “equitable academic, career, post-secondary access and personal/social opportunities for all students through the use of data to help close achievement gaps and opportunity gaps (ASCA, 2010). "

•  Aligns with the vision of the school and district. "

VISION STATEMENTS (ANMIG P. 14) "

Do’s"•  Link to school/district

visions"•  Focus on the future"•  Describe best possible

outcomes for students as if they have happened"

•  Use descriptive language"

Don’ts"•  Don’t focus on the school

counselor."•  Don’t focus on the school

counseling program."•  Don’t talk about now"

Missionp. 24"

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An effective Mission Statementp. 24"

•  Explains how the school counseling program reaches it vision"

•  Aligns with school and district mission statements, yet focuses on the unique contribution of school counseling"

•  Links the school counseling program with the learning environment and supports the school’s mission "

•  Is clear and concise, maintaining focus on students. "

"

District Mission Statement""

School Mission Statement"""

School Counseling Department Mission Statement"

"

Your turn. Use the rubric and score the mission

statement. "“XXX” Middle School is committed to preparing today’s student to become a productive, responsible, and self-reliant citizens ready to meet the challenges of tomorrow’s technological and multicultural society.""Mission Statement for “XXX” Middle School Student Services (School Counseling) Team "The mission of the School Counseling program at “XXX” Middle School is to provide equity of services and access to a high-quality, data-driven comprehensive student services program that addresses the academic, career and social/personal development of all students. In partnership with administrators, teachers, parents and a caring community, our program advocates for all students and empowers them to achieve success and become self-directed, life-long learners who are responsible, college-and-career ready world-class citizens prepared to meet the challenges of a technological an multicultural society. "

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Mission Statement (ANMIG p. 19)"Do’s"•  Align with school/district

missions. "•  Keep students as the focus"•  Include school counselor as

advocate for students."•  Include equity, access, and

success for students ."•  Consider vision statement"•  Use active, dynamic language."

"

Don’ts"•  Don’t use passive language."•  Don’t focus on the school

counselor."•  Don’t limit to listing activities

included in the school counseling program."

VisionWhatyouhopetoseefor

students5-15yearsinthefuture

MissionWhatYOUdo

School Counseling Program Goals (ANM p. 27) (ANMIG pages 36 – 37)"

"

ProgramGoals

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Program Goals"

…DefinehowtheVISIONandMISSIONwillbeaccomplished.

Effective program goals"v  Promote achievement, attendance, behavior and/or school

safety"

v  Are based on school data"

v  Address school wide data, policies and practices to address closing-the-gap issues"

v  Address academic, career and/or personal/social development"

v  Are SMART: Specific, Measurable, Attainable, Results-Oriented, Time-bound"

""""

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School Data Profile

Template p. 66 and online"

How To: "Discern Priorities from School Data"

Review School Plan for Improvement (SIP) Review Data Profile sheets Identify academic, attendance, and behavior needs

Disaggregate "Identify academic gaps by subgroups (race/ethnicity, gender, grade, etc.) Identify attendance needs by subgroups or category (specified number of absences, early check-out, or late arrival) Identify behavioral discrepancies by subgroups or offenses (peer conflict, bullying, class disruption, site or time of offense, etc.) Prioritize and select needs to address this year.

Dig Deeper "Gain understanding of what might be contributing to the need, gap, or concern. Get input from important stakeholders (administrators, teachers, students, parents, Advisory Council, etc.)

"

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Program Goals"

SMART goal format:""

By _____________________, "(end date)!

________________________ "(description of identified students needing intervention)"

will increase/decrease!___________________________________________"

(description of desired achievement, attendance, or behavioral change) !"by ____ % from ___________________ to ____________________ ."

!(measure of change) ! !(baseline data) ! ! ! !(target data)"

"

Program Goal in SMART goal format"

By_June, 2016_, _students on the critical absence report"(end date) ! ! ! ! (identified students)"

will decrease!!

_____the number of unexcused absences______ " (descriptor of achievement, attendance, or behavior)!

"by _50%_ from __16+ absences__ to _less than 8 absence"

(measure of change) !(baseline data)! ! (target)""

"

Your turn. Use the rubric and score the Program Goal."

The number of students visiting the school clinic and citing anxiety as the issues will decline.""By the end of the year, all students in K-5 will receive 15 core curriculum lessons covering topics including: bully prevention, school safety, academic success strategies, career awareness, conflict resolution skills, and self-regulation skills.""All students will be able to identify 3 career interests and skills by the end of the year. "

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ANNUAL PROGRAM GOALS (ANMIG P. 38)"

Do’s"•  Base on achievement,

attendance, and/or behavioral data"

•  Address the significant needs in your building (achievement, attendance, and/or behavioral) "

•  SMART format"•  Meaningful and significant"

Don’ts"•  Do not base goals based on

things other than achievement, attendance, and/or behavioral data"

•  Do not omit any component of the SMART format"

Achievement Goals"

•  By May, 2015, third grade students who scored less than 192 (“novice” or “apprentice” level) on the 2014 Fall MAP will increase by 10 Rasch Unit Values (RIT) on the 2015 MAP. (MAP = Measure of Academic Progress scores) ""– Data Source: List of students scoring less

than 192, available from administrators, generated by the district for each school

– List of students was reviewed to remove those students who did not return, were receiving services or have now qualified for services.

•  "

Achievement Goals"

By June, 2016, the percent of students enrolled in AP classes taking the AP exam will increase by 3% from 91.7% (2014-2015) to 95% (2015-2016).""Data Source:"AP Exam Report (generated by state, provided to districts and schools – each school gets only its information along with state and district averages)""

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Achievement Goal"

By the end of the 2014 – 2015 school year, the number of 6th - 8th grade students failing three or four academic classes with a 59% or below at the end of the first nine weeks will decrease 100% from 23 (end of first 9-weeks) to 0 (end of fourth 9-weeks)."

–  Data Source: Quarterly Grades Report (a list of students earning failing grades, generated each nine weeks by the school).

–  List of students disaggregated by grade level and actual grade average (below 59%).

–  The list could not be electronically disaggregated by the number of classes with an earned grade of 59% or below. This was created manually by the counseling department based on the lists available.

Behavioral Goals"By May 20, 2015, the number of minor infractions of all students, as defined by the Positive Behavior Intervention and Strategies (PBIS) program, will decrease by 20% from 1,409 minor infractions (2013-2014) to 1,127 minor infractions (2014-2015)."

–  Data Source: Positive Behavior Intervention and Strategies (PBIS) Data Reports

–  Analysis indicated that minor infractions were, by far, the highest across the grade levels, than any other category of offense.

"

Attendance Goal"By May 20, 2015, the number of identified white students in grades 6th through 8th with 10 or more days of absences in 2013-2014 school year and 5 days or more in the first nine weeks in the 2014-2015 school year will reduce the number of days absent by 20% from 59 (or more) to 47 (or less)."

–  Data Sources: •  Critical Absence Report (CAR) – end of year (identifies all students with 10

or more absences in the previous school year) •  Quarterly Absence Query (QAQ)– attendance portal was queried at the end

of the first nine weeks to identify students missing 5 or more days first quarter

–  Critical Absence Report and Quarterly Absence Query lists were

analyzed to determine which students were still enrolled. –  Data from the two lists were disaggregated by subgroups.

"

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Student CompetenciesFoundation p. 29 "

ASCAStudentStandards

OtherStudentStandards

ASCA Mindsets & Behaviors for Student Success"

K-12 College and Career Readiness Standards for Every Student"

"

Noncognitive Skills"

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Noncognitive Skills Research"

Key Research "

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Mindsets & Behaviors Planning Tool

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Mindsets & Behaviors (ANMIG p. 59)"Do’s"•  Read the Mindsets and

Behavior (MS/B) standards brochure published by ASCA. "

•  Show how you will address those you select"

•  Use the MS/B to focus your interventions and measurements."

•  Use the MS/B to create perception assessments"

•  Use your mindsets and behaviors to guide the content of what you deliver to students."

•  Use the planning tool to discover any possible gaps or omissions. "

Don’t"•  Choose too many"•  Choose too few"•  Check only"

Note: While it is not necessary to address all 35 in one grade level or worksetting, they should be evident

across the K-12 experience.!

Choosing M&B Standards "

By end of 3rd quarter, the 16 identified (10th) graders who have earned a semester F in English will decrease by 50% from 16 Fs to 8 Fs. ""Mindsets and Behaviors: "LS #3 Use time-management, organizational and study skills, "SMS #7 Demonstrate effective coping skills when faced with a problem"SMS #6 Demonstrate ability to overcome barriers to learning. "

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By June, 2015, the percentage of offenses for fighting will decrease by 20% from 50 offenses for fighting during the previous school year, to 40 or fewer

during the current school year.

SMS 2. Demonstrate self-discipline and self-control"

Competencies"

Students… "1.  Understand consequences to

fighting"2.  Strongly agree that fighting is

inappropriate"3.  Can identify three conflict

resolution techniques""

"

"Outcome Data "


Perception Data"Students can… "1.  Understand consequences to fighting"2.  Strongly agree that fighting is inappropriate"3.  Identify three conflict resolution techniques"

"

"

Outcome Data "Data shows…"1.  Fewer fights"2.  Fewer discipline referrals/

suspensions"3.  Higher attendance"4.  Better grades""


Perception Data"1. Knowledge"I know 2 ways to manage my outburst."

1 2 3 4"2. Attitudes"I believe getting along with others leads to school success."

1 2 3 4"3. Skills"I ask for help when I am mad." 1 2 3 4"

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Perception Data"1. Knowledge"I know 2 ways to manage my outburst." 1 2 3 4"2. Attitudes"I believe getting along with others leads to school success." 1 2 3 4"3. Skills"I ask for help when I am mad." 1 2 3 4"

Outcome Data "Data shows…"1. Fewer fights"2. Fewer discipline

referrals/suspensions"3. Higher attendance"4. Better grades"

MS&B Review"

1.  The ASCA Mindsets & Behaviors are the next generation of ________________? "

2.  How do we as school counselors define outcomes for student success? (3 ways)"

3.  What are standards designed to influence? "4.  The Common Core is used in about 35 states –

T/F?"5.  There are ______ (#) standards in the mindsets

& behaviors"

MS&B Review"

6.  What are the 3 domains of the mindsets & behaviors?"

7.  There are _____ (#) categories of standards. "8.  __________ bridges the mindsets & behaviors

to curriculum standards."9.  How many competencies are there? "10. Who writes competencies for the mindsets &

behaviors?"

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Professional CompetenciesFoundation p. 29 - 30"

ASCASCCompetencies

ASCAEthicalStandards

ASCA School Counselor Competenciesp. 148 - 159"

•  The ASCA School Counselor Competencies outline the knowledge, skills and attitudes that ensure school counselors are equipped to meet the rigorous demands of the professional the needs of our preK-12 students."

•  The Competencies can be used by:"–  School counselors for self-assessment and

professional development planning –  Counselor education programs for training –  Supervisors and administrators for supervision

ASCA Ethical Standards"

•  Ethics are the customs, norms, standards and accepted practice of the school counseling profession (Corey, Corey, & Callanan, 2010). "

•  The ASCA Ethical Standards for School (2010) specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. "

•  They guide school counselors’ decision-making and help standardize professional practice to protect both students and counselors."

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To

MANAGEMENT

Assessments Tools

AssessmentsManagement"

SchoolCounselorAssessment

SchoolCounselorProgram

Assessment

UseofTimeAssessment

AssessmentsManagement p. 148 - 159"

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Assessmentsp. 59 - 62"

Assessmentsp. 43, 63"

Use of Time Comparison p. 135-136"

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ToolsManagement"

AnnualAgreement

p.46

AdvisoryCouncil

p.47

Calendarsp.56

AcQonPlans-

p.53Curriculum-p.69Smallgroup-p.70

Closing-the-gap-p.71

LessonPlans

p.55

Annual Aggrement"

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Annual Agreement"

•  Specify the organization and focus of the school counseling program"

•  Developed in collaboration with school administrators each year and ensure a formal discussion about the goals of the school counseling program and specific responsibilities of the school"

•  Defines the plan for continued professional development of the school counselor. "

"

How To: (where to start; best practices)"•  Review the ASCA template. Discuss plans for the

program and template completion with the school counseling team"

•  Decide which sections will be the same for all school counselors within the school. For example, the vision, mission, and program goals will be the same for all."

•  Complete the annual agreement within the first two months of the school year."

•  Schedule a time to meet with administrators."•  Briefly review the goals and priorities during the meeting.

Be succinct, but be thorough."•  Seek and consider feedback from administrators. Adjust

the agreement as appropriate."•  Collect needed signatures. "

ANNUAL AGREEMENT (ANMIG P. 73)"

Do’s"•  Meet with administrator(s)"•  Engage in a meaningful

conversation"•  Complete within first 2 months

of school year"•  Have one agreement per

counselor"•  Connect but be distinct within

counselor department"•  Know your data (achievement,

attendance, behavioral, time use, etc.)"

Don’ts"•  Just drop in"•  Have identical agreements

within the counseling department"

•  Assume all will be approved"•  Refuse to work"

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Advisory Councilp. 47 - 48"

•  List of members & positions"

•  Two advisory council meetings"–  Agendas –  Minutes

Advisory Council"•  A representative group of stakeholders to review and

advise the implementation of the school counseling program"

•  Meets a minimum of twice each school year with supporting agendas and minutes for documentation."

Advisory council’s role:"•  Provide feedback on program goals (developed and

explained by school counselors)"•  Review program results (based on data presentations of

school counselors)"•  Make recommendations about the school counseling

program"•  Advocate for the school counseling program"

ADVISORY COUNCIL (ANMIG P. 92)"

Do’s"•  Construct a representative

membership"•  Include students, when

appropriate"•  Meet at least twice"•  Present data and goals "•  Record and respond to

feedback"•  Create and save agendas"•  Take detailed minutes"•  Provide good supporting

documentation"

Don’ts"•  Omit important stakeholders"•  Forget to check diversity of

membership"•  Don’t create just for RAMP"•  Don’t be a subset of another

committee"•  Don’t forget your data and

goals presentation"•  Don’t ignore feedback"

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Calendarsp. 56 - 57"

Annual " Weekly (Fall & Spring)"

Weekly calendars

"•  Include the weekly planned and scheduled events . •  Unplanned occurrences should be added to the school

counselor’s calendar. This provides a layer of documentation that the event occurred and was addressed by the school counselor.

•  Code various activities of the school counselor. •  Broad categories of direct services, indirect services, and

program support •  Direct and indirect services can be coded to determine exactly

how much time is spent on lessons, groups, individuals, consultations, etc .

•  Use electronic methods of maintaining weekly calendars

Annual Calendars"

•  Identifies and communicates the school counseling programs priorities"

•  Includes all major school counseling activities delivered or coordinated by the school counselor(s)"

•  May include: classroom lessons, special events (back-to-school night, parent workshops, college/career events, etc.) "

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Annual Calendars"

CALENDARS (ANMIG P. 101) "

Do’s"•  Reflect vision, mission, and

goals"•  Develop and publish both

annual and weekly calendars"•  Include all counseling activities

and events"•  Maintain confidentiality"•  Analyze periodically"•  Provide sufficient detail"

Don’ts"•  Use generic term that limit

meaning"•  Include student identifiers"•  Be afraid of publishing"

SC Core Curriculum Action Plan (ANM p. 69, 85) (ANMIG p. 117)"

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Core Curriculum Action Plan"

•  Is the planned instruction, delivered to all students, comprehensive in scope, preventive in nature, and developmental in design. "

•  Facilitates the systematic delivery of lessons or activities aligned with the school counseling program’s vision, mission, and goals"

•  Promotes knowledge, attitudes, and skills of students based on the mindsets and behaviors "

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p. 55 - 56, 72"

How To: (where to start)

"•  Begin with what you are already doing"•  Consider the annual program and closing the gap goals "•  Consider the developmental needs of students within a specific

grade level"•  Consider the specific transitions that occur within your school

environment"•  Consider the specific needs of a particular cohort of students"•  Work to hone and enhance your core curriculum action plan. "•  Number and content of your core curriculum activities are

determined by your setting, your population, and your goals. "•  Analyze and evaluate the effectiveness of your core curriculum. "•  Includes lessons related to the school counseling program that may

be delivered by others in the building."

"

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CORE CURRICULUM ACTION PLAN (ANMIG P. 119)"

Do’s"•  Include all activities delivered

to all students"•  Include activities linked to

annual goals"•  Include developmentally

appropriate activities"•  Link each to MS/B"•  Include 3 domains"•  Include 3 types of data"•  include what others might

deliver "

Don’ts"•  Include activities that focus on

smaller groups"•  Include activities that focus on

other stakeholders"•  Confuse perception and

outcome data"

SC Small Group Responsive Services Action Plan

(ANM p. 70, 85) (ANMIG p. 133)"

Small Group Responsive Services Action Plan"

•  Small-group action plan template is used to provide focus and organization to the academic, attendance, or behavioral goals of small-group counseling activities. "

•  Small-group counseling is provided as a short-term intervention and includes a minimum of four sessions"

•  Offer a variety of groups over the school year to address multiple needs of students."

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How To: (where to start)"•  Identify typical needs/issues of your students."•  Determine which students may benefit from

inclusion in a group.. "•  Design the groups or select a group program

that matches the identified needs. "•  Use the mindsets and behaviors to develop the

perception data measures. "•  Determine the best time to deliver each group."•  Implement and measure each group. "

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SMALL GROUP RESPONSIVE SERVICES RESULTS REPORT (ANMIG P. 160)"

Do’s"•  Copy and paste from action

plans"•  Include all 3 types of data"•  Provide meaningful supporting

graphs and charts"•  Measure well"•  Know what the results mean"•  Describe how to do it better

next time"

Don’ts"•  Quit when results are not what

you wanted"•  Discount small gains"•  Confuse perception and

outcome data"•  Ask if an activity was helpful or

fun"•  Use cumbersome

assessments"

Closing-the-gap Action Plan(ANM p. 71) (ANMIG p. 144)"

Closing-the-gap action plan "

•  Serves as a guide to address academic, attendance or behavioral discrepancies that exist between student groups"

•  Gaps are identified through a review of disaggregated data for specific categorizes"

•  Details the activities and resources employed by school counselors to close the gaps."

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Closing-the-Gap p. 71"

How To: (where to start)"•  Discern Priorities from School Data"

–  Review School Plan for Improvement (SIP) –  Review Data Profile sheets (reference pages above) –  Identify academic, attendance, and behavior needs –  Disaggregate

•  Identify Mindsets and Behaviors"•  Design Activities and Interventions "•  Define and develop the measurements"•  Implement the intervention "

Data ToolsManagement"

UseofDatap.48

ProgramResultsData

p.51

SchoolDataProfile

p.50

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What is Your Data Literacy Score?"

Making Data Work"p. 9 - 10"

(Young, & Kaffenberger, 2011) "

Use of DataResearch vs. Evaluation"

Researchis…•  TheoreQcalbased•  UsesthescienQficmethod•  AbouthypothesistesQng•  GeneralizaQonyofresults

•  EvaluaQonis…•  FocusedonalocalintervenQon•  UnderstandingtheeffecQveness

oftheintervenQonforalocalpopulaQon

•  Usedtofacilitatelocaldecision-makingabouttheuseofintervenQonsintheschool

Conceptual Issues with Evaluation"

Relationship between intervention and measurement"""PROXIMAL Perception Data"Intervention""DISTAL!Intervention! ! ! Outcome Data"Intervention" " " ""Intervention"Intervention""

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ProcessNumbersimpacted

PercepQonPre/PostandSurveys

OutcomesAchievement,A^endance

and/orBehavior

Program Results Datap. 51"

Process Data"

•  Just the Facts"•  Which & How Many Students"•  What"•  How"•  When"8 7th grade students who failed social studies during the first quarter participated in a small group for 10 30-minute sessions during second quarter

Process Data p. 51 What you did for whom? "

1.  Eight fourth-grade students participated in a study skills lesson"

2.  Group met six times for 45 minutes"3.  450 ninth-graders completed an individual

learning plan"4.  38 parents attended the middle school

orientation meeting "

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Perception DataWhat do people think they know, believe or can do?

p. 52 - 53 "

• Attainment of competencies"• Changes in attitudes and beliefs"• Skill development"• Perceived gains in knowledge"

Perception DataWhat do people think they know, believe or can do? "

•  100 percent of sixth-graders can identify three career""interests"

•  89% of students demonstrate knowledge of promotion/ retention criteria"

•  92% can identify early warning signs of violence"•  93 % of fourth-graders believe fighting is not an

appropriate method of solving problems"•  69 % of all students report feeling safe at school"•  90 % of the parents report benefiting from a presentation

on college entrance requirements"

SurveysInformtheschoolcounselingprogram

p.51"

Pre-Post

KnowledgegainedChangeinperspecQve

Program/AcQvityEvaluaQon

ValueofintervenQonoracQvity

NeedsAssessment PercepQonofstudentorprogramneed

OpinionSurvey PercepQonsofSCprogramoracQviQes

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Perception Data"

Attitudes"I believe…"

"

Skills "I can…"

Knowledge "I know… "

Measure Before & After

Keep it Short

Keep it Easy

Compare Results

Perception Data"

Attitudes"Scaling "

Likert"

Card Sort"

Take a Stand"

"

I believe…"

"

Skills "Demonstrate a skill"

Role Play"

Give Example"

Illustrate "

Solve a Problem"

I can…"

Knowledge "Recount facts"

Define "

Describe "

List"

"

I know… "

Pre InstrumentMaking Data Work p. 51"

Never Rarely Often Always"1.  I do my homework. 1 2 3 4"2.  I study for tests. 1 2 3 4"3.  I read every night. 1 2 3 4"4.  I organize my bookbag every night. 1 2 3 4""Question 1. I do my homework."20 x 1 = 20 ( 20 students answered “never” – 1)"17 x 2 = 34 (17 students answered “rarely” – 2)"6 x 3 = 18 (6 students answered “often” – 3)"7 x 4 = 28 (7 students answered “always” – 4)"20 + 34 + 18 + 28 = 100 100/50 = 2.0 "The average student response is that they rarely do homework."40% never do homework (20/50 = 0.4 x 100 = 40%)""

Making Data Work "•  (Young, & Kaffenberger""

")"

""

"

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Post InstrumentMaking Data Work p. 51"

Never Rarely Often Always"

1.  I do my homework. 1 2 3 4"3 x 1 = 3"2 x 2 = 4"8 x 3 = 24"37 x 4 = 148"180/50 = 3.6""Calculate the percent change:"final #(b) – beginning # (a) = change (c) - 3.60 – 2.00 = 1.60""Change (c)/beginning # (a) x 100 = percent change."1.60/2.00 x 100 = 80%"

Making Data Work "•  (Young, & Kaffenberger)"

Student EngagementListening Lesson"

152

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

PrePost

Analyze and Organize Qualitative Data"

•  Transcribe the qualitative data"•  Organize the data according to

categories"•  Name each category"•  Look for themes"•  Compare and contrast"

""

Making Data Work p. 67"•  (Young, & Kaffenberger,

2011) "

"

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ProcessData

Percep@onData OutcomeDataA`tudes Knowledge Skills

Bullying All4thGraders

178students/7classes2classroomlessonsDeliveredDec&Nov

Whatisthebestwaytohandlethebully?Howimportantisittostanduptoabully?

(rate1-10)

Definebullying.Giveanexampleof

bullying.Name3thingsa

targetcandotogetawayfromabully.

Describesomethingyouwoulddowhenyouseesomeonebeingbullied.

Behavior:

Comparisonof#ofadministraQve

referralsforpeeronperconflictfirsthalfofschoolyearto

secondhalf

HSTransi@on

All8thGraders218students

3classroomlessons

Rateyourfeelingsaboutgoingtohighschoolnextyearona

scaleof1-10.

Name3peopleinthehighschoolwhowillhelpyouifyouget

lost.

HowmanystudentscansuccessfullyopenacombinaQonlockwithin30seconds

Aêndance:

Comparisonof#ofabsenceslastmonthofschoolpreviousschoolyearto

currentschoolyear

Stud

ySkills

3rdGraderswhofailedSocialStudiesorScience

firstquarter15students

3smallgroups10sessionsof30minutes

Name3reasonsforlearningabout…

Name3waystostudyforunittest.

NumberofstudentssaQsfactorily

compleQngHWonQme(teachergradebook)

Achievement:

Comparisonof1st&2ndQuarterReport

CardGrades

Outcome Data - ULTIMATE GOAL So what?

p.52 "•  Hard data"•  Application data"•  Impacted on students ability to utilize the

knowledge, attitudes and skills "– Attendance – School Safety (Behavior) – Academic achievement

Outcome Data - ULTIMATE GOAL So what? "

Achievement PromoQonrateincreasedfrom88to94%

Aêndance Aêndanceincreasedfrom91to95%

SchoolSafety(Behavioral)

Disciplinereferralsdecreasedby30%

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Chart Example07-08 Results for Truancy Program"

Data CheckProcess, Perception, Outcome)"

1. Percent of Students Graduating College-Eligible"

2. Percent of Students who Demonstrate Conflict Resolution Skills"

3. Number of Discipline Referrals"

4. Student Grade Point Average"

5. Suspension Rate"6. Number of Students Seen

in Group Counseling"

7. Attendance Rate"8.  “What others think, know,

or demonstrate” as a result of curriculum lessons"

9.  “What you did for whom,” or evidence that an event occurred"

10. So what” data measuring whether the activity has impacted student behavior"

11. Pre- and posttests "12. Dropout rate"

School Data Profile Templatep. 50 – 51, 66"

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54

DELIVERY

Direct Services Indirect Services

Delivery"

DirectServices

IndirectServices

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Delivery"

• In-personinteracQonswithstudents

DirectStudentServices

• InteracQonswithothers

IndirectStudentServices

Direct and Indirect Student Servicesp. 84"

Direct Student Services

Delivery - p. 84

"

SCCoreCurriculum

IndividualStudentPlanning

ResponsiveServices

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Delivery System •  SC Core Curriculum"

–  Structured lessons delivered to all students –  Related to standards and competencies –  Integrated with academic curriculum

•  Individual Planning With Students"–  Designed to assist students in establishing personal goals –  Designed to assist students in developing future plans

•  Responsive Services"–  Designed to meet students’ immediate needs –  Individual, group, and crisis counseling –  Consultation, referral, mediation, information

Academic Personal/Social Career

1. 1. 1.

2. 2. 2.

3. 3. 3.

Categorical Brainstorm Current Services"

Use of Time Comparison p. 135-136"

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Indirect Student ServicesDelivery - p. 87"

Referrals ConsultaQon

CollaboraQon

ACCOUNTABILITY Data Tracking

Program Results Evaluation and Improvement

Accountability"

1.DataAnalysis

2.ProgramResults

3.EvaluaQon&

Improvement

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Data Analysis Accountability - p. 100"

SchoolDataProfileAnalysis

UseofTimeAnalysis

ProcessNumbersimpacted

PercepQonPre/PostandSurveys

OutcomesAchievement,A^endance

and/orBehavior

Program Results Datap. 51"

Program ResultsAccountability

p. 103 - 105"

CurriculumResultsReport

Analysis

SmallGroupResultsReport

Analysis

ClosingtheGapResultsReport

Analysis

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CORE CURRICULUM RESULTS REPORT (ANMIG P. 160)"




next time"





assessments"

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SMALL GROUP RESPONSIVE SERVICES RESULTS REPORT (ANMIG P. 160)"




next time"





assessments"

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CLOSING THE GAP RESULTS REPORT (ANMIG P. 160)"




next time"





assessments"

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Evaluation & ImprovementAccountability

p. 105 - 107"

SCCompetenciesAssessment

ProgramAssessmentAnalysis

SCPerformanceAppraisalTemplate

AssessmentsManagement

p. 105"

Assessmentsp. 59, 105 - 106"

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p. 106 – 107, 112"

Where to Start? P. 125"

Next stepsPrioritize, Develop, Identity, Write…"

•  Prioritize work to be accomplished"§  Create a timeline"§  Create work groups"

•  Develop a Mission Statement after you have examined Beliefs and written a Vision Statement"

•  Complete yearly program assessment"•  Complete Use of Time assessment"•  Develop Annual Calendars"•  Review Annual Agreement"•  Complete Program Goals and action plans"•  Implement action plans"

§  Collect Data §  Share Results

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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.

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.”

"Thank You"

[email protected]"

ASCA Mindsets/Behaviors Planning Tool Goal of Counseling Program for Academic Year __________ to __________

By , TARGET DATE IDENTIFIED POPULATION

will INCREASE/DECREASE DESCRIPTION OF ACHIEVEMENT, ATTENDANCE, OR BEHAVIORAL OUTCOME

by % from to PERCENTAGE BASELINE TARGET

Based on your interviews/conversations with relevant stakeholders (parents, teachers, students, administration, etc.), what have you learned about the specific needs of this targeted population around this issue?

Identify 1 – 2 Mindsets/Behaviors that are most relevant for this targeted group and goal: MS/B Descriptor

Based on the goal, identified needs, and selected mindsets/behaviors, what do you want this targeted group to learn from your school counseling intervention?

Based on what you want this group to learn (identified above), write 1 – 2 sentences that describe what you want students to believe, know, or be able to do. These become the foundation for your perception data measure.

Attitude/Belief

I believe…

Knowledge

I know…

Skill

I can …

Convert the above statements into a Likert Scale measure and/or brief answer assessment.

Statement Scale

1. 1 2 3 4

2. 1 2 3 4

3. 1 2 3 4

4. 1 2 3 4

Brief Answer Question:

You have created a pre/posttest for collecting perception data around this goal and your planned intervention!

CLOSING THE GAP ACTION PLAN

School Name Year: Goal: Target Group: Data to Identify Students

School Counselor(s)

ASCA Domain and Standard (Mindsets & Behaviors)

Type of Activities to be Delivered in What Manner?

Resources Needed

Process Data (Projected number of

students affected)

Perception Data (Type of surveys to be used)

Outcome Data (Achievement, attendance

and/or behavior data to be collected)

Project Start/Project

End

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