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The “NEW” Wisconsin Comprehensive School
Counseling Model
From Theory to Application
School Counseling
Gary L. Spear, Ed.SConsultant - School Counseling Programs
WI Department of Public InstructionP.O. Box 7841
Madison, WI 53707-7841ph: 608-266-2820fax: 608-266-3643
Gary.spear@dpi.state.wi.ushttp://www.dpi.state.wi.us/dpi/dlsea/sspw/counsl1.html
WCSCM – A Shift from:
What do counselors do?
to
How are students different because of
the school counseling program?
ASCA [2002]
The “ NEW” WCSCM
ASCA National Model
National Consortium for State Guidance Leadership
The Educational Trust: Transforming School Counseling Initiative
National Career Development Guidelines
WDGM
Standard e
WCSCM: Relevance
Wisconsin Covenant New Wisconsin Promise Partnership for 21st Century Skills American Diploma Project State Superintendent’s High School Task
Force Report [High School Redesign] NCLB Standard e
WCSCM: Relevance
21st Century Competencies– Information and communications technology literacy– Critical thinking– Communications– Collaboration– Global awareness– Business, economic, and civic literacy
Top Skills– Professionalism and work ethic– Oral and written communications– Teamwork and collaboration– Critical thinking and problem solving
WCSCM – Underlying Principles
Serve all students and provide opportunities for all grades K-12.
Curriculum is developed and delivered by counselors, faculty, and community.
Counselors time is calendared among the four components of a comprehensive school counseling program.
Parents are involved and the community helps deliver services.
Curriculum is standards based and competency driven.
Rationale for a Comprehensive School Counseling Program
A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students.
• ensures equity and access to a rigorous education for all students• identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive
school counseling program• is delivered to all students in a systematic fashion• is based on data-driven decision making• is provided by a state-credentialed school counselor
WCSCM Delivery System
Four Components– School Counseling Curriculum: classroom, curriculum
development, group activities, parent workshops
– Responsive Services: individual & small groups, crisis, consultations, referrals
– Individual Student Planning: individual & small group appraisal or advisement, conferences, learning plans
– System Support: professional development, consultation, collaboration, program management
School Counseling Curriculum
Career
“All Work is Noble”
Personal/Social “ Character is Essential”
Academic
“Learning is Lifelong”
School Counseling Curriculum – Three Domains
Academic Domain– Core Content Standards: A, B, C
A: Students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the life span.
B: Students will develop the academic skills and attitudes necessary to make effective transitions from elementary to middle school, from middle school to high school, and from high school to a wide range of postsecondary options
C: Students will understand how their academic experiences prepare them to be successful in the world of work, in their interpersonal relationships, and in the community
School Counseling Curriculum – Three Domains
Personal/Social Domain– Core Content Standards: D, E, F
D: Students will acquire the knowledge, attitudes, and interpersonal skills to understand themselves and appreciate the diverse backgrounds and experiences of others.
E: Students will demonstrate effective decision-making, problem-solving, and goal-setting skills.
F: Students will understand and use safety and wellness skills.
School Counseling Curriculum – Three Domains
Career Domain– Core Content Standards: G, H, I
G: Students will acquire the self-knowledge necessary to make informed career decisions.
H: Students will understand the relationship between educational achievement and career development.
I: Students will employ career management strategies to achieve future career success and satisfaction.
School Counseling Curriculum:Student Standards
Content Standards Core Performance Standards Benchmarks [2, 5, 8, 12]
Content Standard = A– Core Performance = 1
Benchmark = 5.1.1Ex. = A.2.3.1, D.8.2.1, I.12.1.1
[format under review at DPI]
Individual Planning
Assessment Advisement Transition Planning Accommodations Individual Learning
Plans Student/Parent
Conferencing
Responsive Services
Personal Counseling Sessions
Support Group Facilitation
Crisis Response
Coordination, referral and outreach with community agencies
System Support
Public Relations
Community and Parent Involvement
Staff Development
Professional Development
Information Management Services
Calendaring
•Program activities are calendared.
•Counselor time usage plan is followed.
•Use of time is focused on the developmental needs of all students.
•Starts on first day of school and ends on last day of school.
Elementary Time
ASCA Suggested Percentages
5%-10% Individual Planning
30%-40% Responsive
Services
35%-45% Guidance
Curriculum
0% Non-Guidance
10%-15% System Support
35%-45% GuidanceCurriculum
5%-10% IndividualPlanning
30%-40% ResponsiveServices
10%-15% SystemSupport
0% Non-Guidance
Middle School Time
ASCA Suggested Percentages
15%-25% Individual Planning
30%-40% Responsive
Services
25%-35% Guidance Curriculum
0% Non-Guidance
10%-15% System Support
25%-35% GuidanceCurriculum
15%-25% IndividualPlanning
30%-40% ResponsiveServices
10%-15% SystemSupport
0% Non-Guidance
High School Time
ASCA Suggested Percentages
25%-35% Individual Planning
0% Non-Guidance
15%-20% System Support
25%-35% Responsive
Services
15%-25% Guidance Curriculum
15%-25% GuidanceCurriculum
25%-35% IndividualPlanning
25%-35%Responsive Services
15%-20% SystemSupport
0% Non-Guidance
Career Domain
Standard H: Students will understand the relationship between educational achievement and career development.– Core - H.1: Attain educational achievement and
performance levels needed to reach personal and career goals.
Benchmark - H.8.1.5: Develop an action plan to enhance educational achievement and attain career goals.
Educational/Career Conference
Individual Learning Plan– Academics – courses, experiences, plans– Extracurricular/Co-curricular– Postsecondary – Occupational/career plans– Goals– Personal strengths and weakness– Obstacles
Curriculum based
Individual Learning Plan
Program Plan of Study– High school courses
Appropriate to career pathway– Required and elective
– Postsecondary High school – youth options or alternative education College or tech college
– Career enhancement Work-based learning Training options
Accountability/Evaluation
Program Audit Needs Survey [pre/post]
Students Parents Staff Community
Counselor Performance Program Evaluation Student Progress Advisory Committee
Impact of Comprehensive School Counseling Program
Increased student achievement K-12 Increased attendance rates Increased collaboration between parents, community
and school Increased enrollment in higher level courses and
career classes Increased post-secondary school enrollments Decreased discipline problems, suspensions, and
expulsions Decreased drop out rate
Research on School Counseling Effectiveness
– Elementary Guidance –Academics Hadley [1988] – Elementary guidance activities have a
positive impact on student academic achievement Borders & Drury [1992] – School counseling interventions
have a substantial impact on student educational development and improved school attendance
Boutwell & Myrick [1992] – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes
Research on School Counseling Effectiveness
– Elementary Guidance – Academics Lee [1993] – Counselors have a positive impact on
student achievement in Math with some improvement in Lang Arts.
Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance
Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores
Research on School Counseling Effectiveness
– Middle School Guidance – Academics Gerler & Kinney [1985] – Underachieving students who received
counseling services improved significantly in Math and Lang Arts Watts & Thomas [1997] – Counselors do impact students academic
performance including significant improvement in Lang Arts Tobias & Myrick [1999] – Counselors demonstrated they could help
students improve school grades and attendance McElroy [2000] – Counselors directly support the schools academic
mission Lapan, Gysbers & Petroski [2001]– Schools implementing a
comprehensive school counseling program have students earning higher grades
Research on School Counseling Effectiveness
– High School Guidance – Academics Myrick [1987] – Developmentally-based programs promote student
development and academic success. Borders & Drury [1992] – Effective school counseling programs have
a substantial impact on student educational development and improved attendance.
Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals.
Research on School Counseling Effectiveness
– High School Guidance – Academics Nelson, Gardner & Fox [1998] – Schools with more fully
implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test.
Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time.
Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs.
Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.
WCSCM: Delivered By All
Counselor Role: To lead, facilitate, and provide direct services.
Faculty have a role in delivering curriculum.
Community partners in program delivery.
From Entitlement … To Performance
At-risk emphasis Crisis driven “On call” approach Measures amount of effort Attends to process of doing
work Focus on good intentions Works to maintain the existing
system Talks about how hard they
work Owned by the counseling staff
Provides to ALL students Curriculum driven Calendared time Measures impact related to
goals Attends to goals, objectives
and outcomes Focus on accomplishments Changes and adapts to be
responsive Talks about effectiveness Community owned and
supported
Comprehensive School Counseling and ESEA/NCLB
Attendance / Truancy Alternative programs Character Education Conflict Resolution Counseling Drop Out Retention Parent Involvement Classroom Management Pupil Services Personnel
How School Counseling Programs Impact Students
As students understand themselves, explore the world around them and establish goals for their futures, they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their careers tomorrow.
Purpose and Direction
Summer Training 2007
June 19 - 22 @ Hayward [CESA 11/12/WITC]
July 16 – 19 @ Rice Lake [CESA 11/12/WITC]
July 30 – Aug 3 @ Fennimore [CESA 3]
Aug 6 – 10 @ Rhinelander [NATC/CESA 9]
Aug 13 – 16 @ West Salem [CESA 4]
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