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Learning & Instructional Design for School Counselors
Goals of Presentation
A. Current TrendsB. Ed Trust & ASCA National Model
C. Tiered Support ProgramsD. Accountability Impact on School
Counselors
Learning & Instructional Design for School Counselors
A Quick WriteKWL:
What do you know about delivering guidance lessons?
What do you want to learn about delivering guidance lessons?
What did you Learn about delivering guidance lessons?
Current Trends in EducationStandards-based education reform (clear
standards, rigorous curriculum, supports, accountability).
Focus on idea that all students can learn.Focus on “we take students from where they
are and move them forward.”Focus on the achievement gap (systemic not
traditional mental health model).Data driven decision-making.
Current Change Models For School CounselorsEducation Trust Transforming School
Counseling Initiative.
American School Counseling Association National Standards and Model for School Counseling Programs.
State Initiatives (e.g. Texas, California).
Results-based Guidance (Johnson & Johnson).
Education Trust ModelThe Achievement Gap is the most significant
educational problem of our day.
Much of the Achievement Gap results from factors that are under the control of schools.
School Counselors must focus on achievement issues through both individual and systemic work.
Education Trust ModelPoor and Minority Students are Much Less Likely to Have:Exposure to a challenging college
preparatory curriculum.
Challenging classroom projects and homework assignments.
Placement in 8th grade algebra, honors, and college placement courses.
Access to effective academic support programs.
Education Trust ModelThe Role of School Counselors needs to be redefined:
Present Focus: New Vision:
Mental Health Focus
Individual student’s concerns and issues
Clinical model focused on student deficits
Academic Achievement Focus
Whole school and system concerns/issues
Developmental model building on student strengths.
Education Trust ModelRedefining The Role of School Counselors:
Present Focus: New Vision:
Guardians of the status quo
Involved primarily with students
Dependent on system’s resources
Postsecondary planners with interested students
Agents of change for equity and social justice
Involved with students, parents, educators, community
Brokers for services for students and parents.
Champions for creating pathways for all students to achieve high aspirations
ASCA Model School Counseling Program
“ASCA has developed a National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize academic achievement.”
ASCA Model School Counseling Program
The model aligns the counseling program with the school’s academic mission. School Counselors:
●Are Leaders in Systemic Change● Foster Equity and Access●Promote Academic, Career and Personal/Social
Development for ALL Students
Delivery SystemSchool Guidance CurriculumIndividual Student Planning Responsive ServicesSystem Support
Management SystemAgreements
Advisory Council Use of Data
Monitoring Student ProgressClosing the Gap
Action PlansGuidance Curriculum
Closing the GapUse of Time
AccountabilityResult Reports
Impact Over TimePre-Post assessments for guidance lessons
School Counselor Performance Evaluations
Program/Curriculum Audits
Academic DevelopmentFrom Moreno Valley Unified
ACADEMICCareer
Personal/ Social
1. Guidance Curriculum (HS)• Developing Academic 4/6
year Plans • Promotion/Retention Criteria• Organization, Study and
Testing Taking Skills• Registration, College and
High School Graduation Requirements
• Post High School Options• Transition into the Real
World
Academic Results Goal Setting (K-5)
After classroom guidance lessons pre-post tests indicated…
• student knowledge of goal setting increased from 10% to 98%
• 90% achieved their identified goal
ACADEMICCareer
Personal/ Social
Academic Results Interventions (6-8)
After Academic Counseling Groups: • 37% of 6th graders (64)• 24% of 7th graders (47)• 72% of 8th graders (46)
Demonstrated GPA improvement
ACADEMICCareer
Personal/ Social
Academic Results Interventions (6-8)
Students on retention list:
• 6th - 81• 7th - 73 • 8th - 103
Students who came off retention list:
• 6th - 27• 7th - 22• 8th - 23
72 students avoided retention
Pre: Post:
ACADEMICCareer
Personal/ Social
Personal/Social ResultsConflict Resolution (K-5)
• Number of students who could
peacefully resolve a conflict increased
from 55% to 88%
• Following implementation of a Conflict Manager program the number of suspended students was reduced from 13% to 3% in the current year.
Academic Career
PERSONAL/ SOCIAL
• At one site the number of students resolving conflicts with the help of peer mediators increased from 0 to 346
• At another site, the number who took advantage of peer mediation increased from 47 to 149 with a decrease in referrals by 10%
Academic Career
PERSONAL/ SOCIAL
Personal/Social ResultsConflict Resolution (6-8)
Career DevelopmentCanyon Springs High School
• In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day with the satisfaction survey indicating 80% increase in relevancy.
• Parent attendance at evening guidance events has increased from 150 to 500 parents with post evaluations as 97% favorable.
• Scholarship dollars for students increased from $750,000 to $925, 000
• Finally, graduation rates have improved from
84 % to 89%
Academic CAREER
Personal/ Social
Quick Write
What are simple; but effective ways you can measure the
student success in your guidance
lessons?
Sample Tier I Programs1. School improvement efforts/school climate
2. School-wide approach to discipline
3. Building student competencies with a Comprehensive Guidance Curriculum
4. Career Development Education: Navigation
101, ROP Career Labs, Career Academies
Tier 1/Primary Prevention (School-Wide):Successful Programs
Comprehensive Guidance Curriculum receivedby all students: Violence/Bullying Prevention Programs- Second Step/Steps to Respect Violence Prevention (Elem and MS versions)- Olweus Bullying Prevention Programs (K-8)- Bully Proofing Your School (best family components)- Bully Busters (teacher-based) (K-8)-PeaceBuilders (K-6)
Tier 1/Primary Prevention (School-Wide):Successful Programs
Academic Skill development- Caring School Community (K-6)-Student Success Skills (4-9)
Social/Emotional Skill development- Social Decision Making/Social Problem Solving
(2-8)- Resolving Conflicts Creatively Program (1-6)- Promoting Alternative Thinking Strategies
(PATHS) (K-6)- I Can Problem Solve (ICPS) (PreK-5)
Tier 1/Primary Prevention (School-Wide):Successful Programs
Social skill development: Drug, alcohol, violence prevention
- Life Skills Training (K-12)- Lions-Quest Skills (K-12)- Project Achieve (PreK-8, has been used in HS)- Project Northland (6-8)- Michigan Model for Comprehensive School Health Education (K-12)
Tier 1/Primary Prevention (School-Wide):Successful Programs
Career Planning (Sample Program)NAVIGATION 101: Career Planninghttp://www.k12.wa.us/navigation101/default.aspx- Focused on Goal Setting- Bimonthly, 45 minute meetings- Grades 6 thru 12 (Sequence )- Nine recurring Themes- Twenty Advisory-based Lessons Per Year- 140 Downloadable Lesson Plans- Online Materials to Support Implementation- Evaluation Data Templates
Tier 1/Primary Prevention (School-Wide):Successful Programs
Data Demonstrates: students who participated in NAV 101:- More likely to have parents participate in student
conferences- More likely to stay in school and move from 9th to
10th grade without dropping out- Greater success passing important “gatekeeper” courses (e.g., Algebra, Physics, and Chemistry)- Had higher 10th grade state achievement test scores
(Math, Reading, and Writing)- Had higher high school graduation rates- Less likely to need remedial courses in their college programs
Comprehensive Developmental Program Phase (Gybers & Myrick)
School Guidance programs ensure that all students have access to support for academic, career, and personal/social development.
School Counselors use Individual Planning, Responsive Services, Guidance Curriculum and System Support.
School Counselors are accountable for time spent on different activities.
Quick Write
How will the accountability movement impact your role while presenting
guidance lessons?
Additional Resources
ASCA National Model (Bowers & Dahir, 2002)http://
www.schoolcounselor.org/content.cfm?L1=10
Education TrustEducation Watch, The Education Trust
Community Data Guidehttp://
www.edtrust.org/main/main/index.asp
American Student Achievement Institute
http://www.asainstitute.org/schoolcounseling/resources.html