Final Project Comprehensive Developmental Guidance … · FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN Page 2 of 22 Part I Advisory Council ... Finally, a successful

Running Head: FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE

Final Project – Comprehensive Developmental Guidance Plan

Donna Burns – CND

Lamar University

Department of Counseling and Special Populations

CNDV 5330 Developmental Guidance

Patricia Harris, EdD

August 17, 2013

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN

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Part I

Advisory Council

The importance of building a strong relationship between home and school is an integral

part of a quality education. The purpose of an advisory council is to bring key stakeholders into

the campus environment (figuratively and perhaps literally) to help build the connection between

home and school. Specifically, the advisory team serves to assess and review the goals and

results of the comprehensive school counseling program (CSCP), make recommendations, and

promote an understanding of the CSCP with the school and community. Members of the

advisory team could include students, parents/guardians, teachers, counselors, administrators and

community members.

School Mission Statement

A school’s mission statement should define its purpose and direction as well as outline its

core values. On the flip side, a school’s mission statement can help students and parents decide if

the school’s purpose and programs, and the way it provides these services, line up with personal

educational goals. The mission statement of Manvel High School (the school in which I hope to

secure employment as a professional school counselor) states that MHS will prepare students to

be successful in a dynamic global society through a rigorous curriculum. Using professional

resources and technology, staff will collaborate with parents, students, and the community to

develop life-long learners and innovative critical thinkers who will contribute to society at their

full potential.

Counseling Program Mission Statement

The purpose of the counseling program mission statement is to support the school’s

mission. It also allows for collaboration with other individuals and organizations to promote all

students’ academic, career and personal/social development. The mission of the counseling


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program at Manvel High School is to provide all students with the academic, personal and social

skills necessary to become responsible, productive and respectful individuals who develop into

contributing members of society by means of comprehensive and developmental support.

Personal Counselor Mission Statement

A personal counselor mission statement is important because it gives others insight into

the valuable skills and attitudes available to students who may be struggling with personal/social,

academic and/or (future) career issues. A well-written statement will provide clarity about the

role of the professional school counselor by defining who we are, how work and collaborate with

campus staff, and what we do to help all children on campus to achieve academic success.

ASCA Standards

The American School Counselor Association’s (ASCA) School Counselor Competencies

(2012) that align with the above information are as follows:

II. Foundations - School counselors should possess the knowledge, abilities, skills and attitudes

necessary to establish the foundations of a school counseling program aligning with the ASCA

National Model.

II-B: Abilities & Skills - An effective school counselor is able to accomplish measurable

objectives demonstrating the following abilities and skills:

II-B-1. Develops the beliefs and vision of the school counseling program that align with

current school improvement and student success initiatives at the school, district

and state level

II-B-2. Develops a school counseling mission statement aligning with the school, district

and state mission

II-B-3. Uses student standards, such as ASCA Student Standards and other appropriate

student standards such as district or state standards, to drive the implementation of a

comprehensive school counseling program

III. Management - School counselors should possess the knowledge, abilities, skills and attitudes

necessary to manage a school counseling program aligning with the ASCA National Model.

III-B: Abilities & Skills - An effective school counselor is able to accomplish measurable


III-B-2. Establishes and convenes an advisory council for the comprehensive school

counseling program

III-B-2a. Uses leadership skills to facilitate vision and positive change for the comprehensive

school counseling program


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III-B-2b. Determines appropriate education stakeholders who should be represented on the

advisory council

III-B-2c. Develops effective and efficient meeting agendas

III-B-2d. Reviews school data, school counseling program assessment and school counseling

program goals with the advisory council

III-B-2e. Records meeting notes and distributes as appropriate

III-B-2f. Analyzes and incorporates feedback from the advisory council related to school

counseling program goals as appropriate


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Part II

Needs Assessment

According to Dollarhide & Saginak (2012), needs assessments are important because data

gleaned from such evaluations are integral in the early planning processes of a school counseling

program. School counselors use these data to determine their selection of interventions, such as

small groups, presentations/workshops, classroom guidance lessons, schoolwide initiatives and

programs, and professional development initiatives. This information will also allow professional

school counselors to speak the language of decision makers, thus allowing social and academic

advocacy for children with special needs or those encountering systemic barriers to academic,

career, or personal/social success (Erford, 2011). Additionally, “school counselors who closely

monitor, through evaluation, the effects that programs and interventions are having on factors

that directly associate with learning and attainment are providing invaluable information for

sustaining their role within schools” (Dollarhide & Saginak, 2012, p. 114).

Manvel High School is one of 22 campuses, and only two high schools, in Alvin ISD.

When it opened its doors in 2006, approximately 650 students (grades 9-10 only) attended MHS;

as of last year, that number rose to 1,953 students in grades 9 to 12—an increase of just over

200%. Since opening, MHS has integrated many research-based and school-wide programs,

such as AVID, PBIS, Thinking Maps, Building Academic Vocabulary, as well as a 4-tiered

credit recovery plan designed to increase the campus/district graduation rate. MHS was once a

title I school (2009-10), but no longer holds that status or receives federal funding as such.

Finally, a Phase II expansion plan was completed at MHS two years ago; according to current

enrollment numbers, the school will reach full capacity with the 2013-14 school year.

Manvel High School serves predominantly low-middle class families. The breakdown of

its student population is as follows: 27% African-American, 29% Anglo, 11% Asian, 33%


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Hispanic, 53% male, 47% female and 39% low socioeconomic status. MHS serves 76 English

Language Learner students, 170 students in the Gifted and Talented program, 41 students qualify

for 504 services, and 171 students are served through special education services.

The overall mobility rate for the campus is approximately 12%, with a drop-out rate of

0.7%. The average daily attendance rate for students in 2012-13 was 95.3%. The average daily

attendance rate for staff was 95%. There were a total of 4562 discipline referrals for 2012-13,

which is significantly less than the previous year.

The staff population is 14% African-American, 76% Anglo, 1% Asian, 9% Hispanic, 1%

Native American, 37% male and 64% female with an average of 7 years of experience. The

instructional staff includes 100% Highly Qualified teachers and 100% Highly Qualified

paraprofessionals (Alexander, 2011).

Assessment Instruments

According to Erford (2011), accountability in the school counseling program must

address five primary questions using the five accountability measures noted in parentheses

following each question: (1) Is a comprehensive, standards-based program in place? (program

[process] evaluation or audit) (2) What are the needs of the school’s student population when

compared to these standards? (needs assessment) (3) What services were implemented to address

the identified needs and standards? (service assessment) (4) What was the result of the

implemented services? (results or outcomes studies) (5) How well is the professional school

counselor performing? (performance evaluation/appraisal).

For the purpose of this assignment, this focus of this section will be on needs assessment.

The most common way of initiating a needs assessment is through observations of students and

conversations with teachers, parents, administration, and students. More formal needs


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assessments may be conducted through surveys, which can be administered in person, by mail, e-

mail, or through the Internet (e.g. Survey Monkey, Zoomerang, Survey Gizmo).

Online surveys are a cost effective method of data-driven evaluation that allow school

counselors to:

collect responses to a large number of questions;

easily summarize and report data;

evaluate results through statistical measures;

ensure anonymity of respondents, if necessary;

amass ample information because of high rates of return.

Interviews, a perception-driven method of evaluation, are the process of collecting data

by conversing with others. An interview can be face-to-face or through some means of

technology (phone, video conference or online), and will involve an interviewer and

interviewee(s). Some benefits to conducting needs assessments via interview are:

its cost efficiency;

open-ended questions give way to broad perspective;

depth of information greater because interviewer can probe for more details;

messages can be communicated more clearly due to the visual of body language.

Focus groups are group discussions conducted in person among a limited number of

stakeholders in order to gain information about their views and experiences. Some advantages of

using focus groups as a needs assessment include:

ease of set up and arrangement;

efficient and inexpensive means of data collection;

creates opportunity to bring personnel and stakeholders together with beneficiaries;


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shared dialogue can stimulate discussion and generate new ideas.

Personal observation is among the least invasive and most easily implemented way to

evaluate students and their needs. Informal observations tend to yield anecdotal data through a

“look-and-see” approach. Formal or structured observations usually involve a protocol and

predetermined procedures for collecting specific types of data during a specified time period;

structured procedures tend to minimize bias (Erford, 2011). Some of the advantages to

observations are:

ease of implementation;

efficient with regard to time and cost;

encourage development of relationship with participating stakeholders.

Regardless of which format works best for evaluation, professional school counselors

should be mindful to follow these steps when formulating a needs assessment:

1. Decide what you need to know.

2. Decide on the best approach to derive what you need to know.

3. Develop the needs assessment instrument or method.

4. Enlist the support of colleagues and a few individuals from the target groups to review

and try out items for understanding.

5. Implement the final version with the target groups.

6. Tabulate, analyze, and interpret the results.

7. Translate the results into programmatic goals and objectives (Erford, 2011).

Guidance Curriculum

The school counseling curriculum provides a vehicle for delivering information and

connecting with every student in a systematic way. It assists students in achieving desired

competencies. A well-suited curriculum will also provide all students with the knowledge and


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skills appropriate for their developmental level. Finally, a successful school counseling guidance

curriculum will tie into the school’s overall curriculum and remain effective in all classrooms

and group activities, ranging from Kindergarten to 12th

grade.

Responsive Services

The responsive services component of a comprehensive developmental guidance plan

(CDGP) will provide additional support to those students with problems that interfere with their

personal/social, academic, or career development.

Responsive services may range from early intervention to crisis response to meet the

individual student’s needs and address students’ direct, immediate concerns: preventive

interventions help students who are considering unhealthy solutions to their problems; remedial

interventions are for those students who have already made unwise choices.

Responsive services are planned and goal-focused, and may include the following

interventions: individual and small-group counseling, consulting with staff and parents, and

referring students and families to outside programs.

Individual Planning

Individual student planning involves working with students and their families to develop

and implement the student’s individual learning plan, which is directed toward identifying and

achieving future academic and career goals.

Individual or small-group appraisal. School counselors work with students, analyzing

and evaluating students’ abilities, interests, skills and achievement. Test information and other

data are often used as the basis for helping students develop immediate and long-range plans.

Consistent with district policy, counselors should meet with students yearly to develop and revise

students’ academic plans.


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Individual or small-group advisement. School counselors advise students using

personal/social, academic, career and labor market information in planning personal, educational

and occupational goals. The involvement of students, parents or guardians and the school in

planning students’ programs that meet their needs is critical.

Parent/student meetings. Counselors should meet with students and their parents annually

(or consistent with local district policy) in individual and/or small-group planning conference to

review goals resulting from individual appraisal and advisement. Goals should be revised as

necessary to be consistent with current data and student and parent goals.

Next step planning and follow-up. Transitions from one educational program to another,

from one school to another, or from school to work will be successful as professional school

counselors support students in gathering information, overcoming barriers, and establishing

necessary conditions to maximize student achievement (Harrington & Peterson, 2010).

Program Support

Support of a comprehensive school guidance and counseling program consists of

management activities that establish, maintain, and enhance the CDGP. The program support

component is basically concerned with activities that enrich the total educational program –

consulting with teachers, encouraging parental involvement in school, providing input to

curriculum development, community relations and professional development. This component

also enables the school counseling program to be effective through a variety of activities

including professional development, consultation, collaboration, teaming, program management

and operations. Finally, program support emerges through partnering in a number of public

relations activities in order to help make various constituent groups aware of programs and

services and to build support for and involvement in those programs.

ASCA Standards


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III. Management - School counselors should possess the knowledge, abilities, skills and

attitudes necessary to manage a school counseling program aligning with the ASCA National

Model.

III-B: Abilities & Skills - An effective school counselor is able to accomplish measurable


Assessment

III-B-3. Accesses or collects relevant data, including process, perception and outcome data,

to monitor and improve student behavior and achievement

IV. Delivery - School counselors should possess the knowledge, abilities, skills and attitudes

necessary to deliver a school counseling program aligning with the ASCA National Model.

IV-B: Abilities & Skills - An effective school counselor is able to accomplish measurable


School Counseling Core Curriculum

IV-B-1. Implements the school counseling core curriculum

IV-B-1a. Identifies appropriate curriculum aligned to ASCA Student Standards

IV-B-1b. Develops and presents a developmental school counseling core curriculum

addressing all students’ needs based on student data

IV-B-1c. Demonstrates classroom management and instructional skills

IV-B-1d. Develops materials and instructional strategies to meet student needs and school

goals

IV-B-1e. Encourages staff involvement to ensure the effective implementation of the school

counseling core curriculum

IV-B-1f. Knows, understands and uses a variety of technology in the delivery of school

counseling core curriculum activities

IV-B-1g. Understands multicultural and pluralistic trends when developing and choosing

school counseling core curriculum

IV-B-1h. Understands and is able to build effective, high-quality peer helper programs

Individual Student Planning

IV-B-2. Facilitates individual student planning

IV-B-2a. Understands individual student planning as a component of a comprehensive

program

IV-B-2b. Develops strategies to implement individual student planning, such as strategies for

appraisal, advisement, goal-setting, decision-making, social skills, transition or

post-secondary planning

IV-B-2c. Helps students establish goals and develops and uses planning skills in

collaboration with parents or guardians and school personnel

IV-B-2d. Understands career opportunities, labor market trends and global economics and

uses various career assessment techniques to help students understand their abilities

and career interests

IV-B-2e. Helps students learn the importance of college and other post-secondary education

and helps students navigate the college admissions process


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IV-B-2f. Understands the relationship of academic performance to the world of work, family

life and community service

IV-B-2g. Understands methods for helping students monitor and direct their own learning

and personal/social and career development

Responsive Services

IV-B-3. Provides responsive services

IV-B-3a. Lists and describes interventions used in responsive services, such as

individual/small-group counseling and crisis response

IV-B-3b. Understands appropriate individual and small-group counseling theories and

techniques such as rational emotive behavior therapy, reality therapy, cognitive-

behavioral therapy, Adlerian, solution-focused brief counseling, person-centered

counseling and family systems

IV-B-3c. Demonstrates an ability to provide counseling for students during times of

transition, separation, heightened stress and critical change

IV-B-3d. Understands what defines a crisis, the appropriate response and a variety of

intervention strategies to meet the needs of the individual, group or school

community before, during and after crisis response


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Part III

Goal 1: To create and maintain a learning environment that recognizes and supports a diverse

population

a) Action Plan

1. Students with course failures will have a decrease in truancy by 5% each year.

2. Students with course failures will decrease by 5% each year.

3. Student’s receiving certifications will increase 5% each year.

4. Student performance on state and national exams will reflect improvement.

5. Student’s enrollment in post-secondary education will increase 5% each year.

b) Program Indicators

Low income and minority students will be encouraged to participate in Gifted &

Talented or advanced placement courses/programs.

There will be an increase in student achievement and test scores for subpopulations.

Student suspensions and expulsions will decrease significantly each year.

Students will engage in appropriate behavior and social skills resulting in decreased

discipline referrals.

Multiple coordinated support systems will exist to ensure students’ academic, social,

emotional, and physical well-being.

c) Student Competencies

1. Students will be able to identify attitudes and behaviors that lead to successful learning

(Standard A: A1.5).

2. Students will be able to demonstrate how effort and persistence positively affect learning

(Standard A: A2.2).

d) Program Evaluation


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1. Measurement instrument(s) for assessment

a. Career and Technology student enrollment numbers

b. Dual Credit, AP, Pre-AP enrollment numbers

c. Transcripts

d. SAT , ACT and PSAT scores

e. College board resources

f. Student/parent surveys and involvement

2. Baseline, follow-up information and evaluation plan

a. Student post-secondary enrollment rates are down 4% in the last 2 years.

b. Annual assessment will continue even after goals are met.

c. Our evaluation plan will be discussed with stakeholders annually.

ASCA Standards



V. Accountability - School counselors should possess the knowledge, abilities, skills and

attitudes necessary to monitor and evaluate the processes and results of a school counseling

program aligning with the ASCA National Model.

V-A: Knowledge - School counselors should articulate and demonstrate an understanding of:

V-A-1. Basic concepts of results-based school counseling and accountability issues

V-A-2. Basic research sampling, methodology and analysis concepts to understand research

outcomes and conduct action research

V-A-3. Use of data to evaluate program effectiveness and to determine program needs

V-A-4. School counseling program assessments and results reports

V-B: Abilities & Skills - An effective school counselor is able to accomplish measurable


V-B-1. Analyzes data from school data profile and results reports to evaluate student

outcomes and program effectiveness and to determine program needs

V-B-2. Understands and advocates for appropriate school counselor performance appraisal

process based on school counselor competencies and implementation of the

comprehensive school counseling program

V-B-3c. Identifies areas for improvement for the school counseling program


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V-C: Attitudes - School counselors believe:

V-C-1. School counseling programs should achieve demonstrable results

V-C-2. School counselors should be accountable for the results of the school counseling

program

V-C-3. School counselors should use quantitative and qualitative data to evaluate their

school counseling program and to demonstrate program results

V-C-4. The outcomes of the school counseling program should be analyzed and presented

in the context of the overall school and district performance


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Part IV

Goal 2: Students will complete school with academic preparation essentials in order to choose

from wide range of substantial postsecondary options, including college.

a) Action Plan

1. Students with course failures will have a decrease in truancy by 5% each year.

2. Students with course failures will decrease by 5% each year.

3. Student’s receiving certifications will increase 5% each year.

4. Student performance on state and national exams will reflect improvement.

5. Student’s enrollment in post-secondary education will increase 5% each year.

b) Program Indicators

More career and technology programs will be made available to students, as will student

awareness of career pathways, dual-degree programs and other college credit options.

Students will receive assistance researching post-secondary options.

Students will receive additional study courses for ACT, SAT and PSAT tests.

Increased, direct communication with students/parents will occur more frequently in

order to expand involvement in post-secondary opportunities.

c) Student Competencies

1. Students will be able to use assessment results in educational planning (Standard A: B1.1).

2. Students will be able to identify post-secondary options consistent with interests,

achievement, aptitude and abilities (Standard A: B1.2).

d) Program Evaluation

1. Measurement instrument(s) for assessment

a. Career and Technology student enrollment numbers

b. Dual Credit, AP, Pre-AP enrollment numbers


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c. Transcripts

d. SAT , ACT and PSAT scores

e. College board resources

f. Student/parent surveys and involvement

2. Baseline, follow-up information and evaluation plan

a. Student post-secondary enrollment rates are down 4% in the last 2 years.

b. Annual assessment will continue even after goals are met.

c. Our evaluation plan will be discussed with stakeholders annually.

ASCA Standards



I. School Counseling Programs - School counselors should possess the knowledge, abilities,

skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive,

developmental, results-based school counseling program that aligns with the ASCA National

Model.

I-A: Knowledge - ASCA’s position statement, The Professional School Counselor and School

Counseling Preparation Programs, states that school counselors should articulate and

demonstrate an understanding of:

I-A-5. Individual counseling, group counseling and classroom instruction ensuring

equitable access to resources promoting academic achievement, career development

and personal/social development

I-A-8. Developmental theory, learning theories, social justice theory, multiculturalism,

counseling theories and career counseling theories

II. Foundations - School counselors should possess the knowledge, abilities, skills and attitudes

necessary to establish the foundations of a school counseling program aligning with the ASCA

National Model.

II-A: Knowledge - School counselors should articulate and demonstrate an understanding of:

II-A-8. The three domains of academic achievement, career planning and personal/social

development

II-C: Attitudes - School counselors demonstrate their attitudes and beliefs that all students

deserve access to a comprehensive program that:

II-C-3. Promotes and supports academic achievement, career planning and personal/social

development for every student


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IV. Delivery - School counselors should possess the knowledge, abilities, skills and attitudes

necessary to deliver a school counseling program aligning with the ASCA National Model.

IV-A: Knowledge - School counselors should articulate and demonstrate an understanding of:

IV-A-6. Principles of career planning and college admissions, including financial aid and

athletic eligibility

IV-B: Abilities & Skills - An effective school counselor is able to accomplish measurable

objectives demonstrating the following abilities and skills.

IV-B-2d. Understands career opportunities, labor market trends and global economics and

uses various career assessment techniques to help students understand their abilities

and career interests

IV-B-2g. Understands methods for helping students monitor and direct their own learning and

personal/social and career development


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Part V

Sharing Results

Inviting stakeholders, especially parents and administrators, to hear and understand the

benefits of a comprehensive developmental guidance plan is extremely important. Of primary

concern is how the data is organized and presented; it should be arranged in a way that is easily

shared. Graphs and charts explain data in a user-friendly manner.

Key information to share with the building administrator includes findings of the results

reports, program audit, and other assessment and evaluation processes. (The assessment process

serves as a report card of the program and the counselor; the evaluation process outlines plans for

professional development and program improvement determined on the basis of the assessment

results that will feed back into the planning process.) Additional information shared with partners

and stakeholders usually consists of how well the program is functioning and plans for

improvement. However, it is advisable to consult with the advisory committee, administrator and

other counselors in the district to determine how much information to disseminate. “Too much

‘negative press,’ or public discussion of your struggles to launch your program, might damage

your attempts to establish your credibility with your partners” (Dollarhide & Saginak, 2012, p.

113).

There are many ways for data and results reports to be shared with stakeholders. For

example, information could be presented in a newsletter, as a column in the school and

community newspaper, a web page, and through presentations at local school board meetings,

PTO/PTA meetings, and staff and faculty meetings. “The point is to inform stakeholders and

partners as to ways in which the school counseling program is supporting student achievement

and success in school. Having your program visible and recognized across groups and disciplines


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informs, promotes, and substantiates you as an accountable school counselor and a professional

leader in the field” (Dollarhide & Saginak, 2012, p. 113).

ASCA Standards



V. Accountability - School counselors should possess the knowledge, abilities, skills and

attitudes necessary to monitor and evaluate the processes and results of a school counseling

program aligning with the ASCA National Model.

V-B: Abilities & Skills - An effective school counselor is able to accomplish measurable


V-B-1j. Reports program results to the school counseling community

V-B-1k. Uses data to demonstrate the value the school counseling program adds to student

achievement

V-B-3b. Shares the results of the program assessment with administrators, the advisory

council and other appropriate stakeholders

V-C: Attitudes - School counselors believe:

V-C-3. School counselors should use quantitative and qualitative data to evaluate their

school counseling program and to demonstrate program results

V-C-4. The outcomes of the school counseling program should be analyzed and presented

in the context of the overall school and district performance


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Conclusion

Increased Knowledge

My personal values and convictions are strong: I believe every human life is valuable,

and everyone was made for a purpose. However, I also believe we are the products of our

choices. While I agree we are all shaped by our families and the environment in which we live,

there comes a point in a person’s life when he must realize he is accountable for and in charge of

his own values, beliefs, choices and resulting consequences. It’s important that people grow into

that understanding: if we are unhappy with what is occurring in our life, it is up to us - and no

one else - to consciously make choices that will directly change the direction of our course in

life. This is the critical point where the school counselor is valuable.

This course’s emphasis on the CDGP has helped me to understand the true

responsibilities of the school counselor. Breaking down the different components of the ASCA

National Model and creating a CDGP, starting with the foundation and moving all the way to

accountability, has truly broadened my knowledge as an effective school counselor.

Overcoming Challenges

As we learned in this course, keeping a close eye on emerging trends is the key to staying

relevant and effective as a professional school counselor. We must be aware of what is

happening in our communities and our schools to foresee answers to future needs. Challenges we

may face, as identified by Dollarhide & Saginak (2012), include mental health needs of students,

crisis management, multiculturalism and diversity, spirituality, educational reform, gender and

schools, technology, and alternative sources of funding. Tests and trials are a part of the growth

process: without them, progress cannot be made. By staying informed and through continuous

assessment, counselors can arm themselves with the tools needed to tackle these challenges head

on so our counseling programs can continue to support the students we serve.


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References

Alexander, D. (2011). Manvel High School Campus Improvement Plan.

American School Counselor Association. (2012). ASCA School Counselor Competencies.

Alexandria, VA: Author.

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12

delivery systems in action. Upper Saddle River, NJ: Prentice Hall. ISBN-

13: 9780137051991

Erford, B. T. (2011). Accountability: Evaluating programs, assessing needs, and determining

0utcomes. In B. T. Erford, Transforming the school counseling profession (3rd ed.).

Upper Saddle River, NJ: Pearson Education, Inc.

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Final Project Comprehensive Developmental Guidance … · FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN Page 2 of 22 Part I Advisory Council ... Finally, a successful