Text of The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL...
The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant Student Services/Prevention & Wellness Team Wisconsin DPI (Based on the previous work of Gary Spear)
Looking Back: The Wisconsin Developmental Guidance Model - WDGM (1997-2007) Based Upon 9 Student Competencies: connecting family, school, and work solve problems understand diversity, inclusiveness, and fairness work in groups manage conflicts integrate growth and development direct change make decisions set and achieve goals
Looking Ahead: The WCSCM Incorporates the best of: the ASCA National Model National Consortium for State Guidance Leadership The Educational Trust: Transforming School Counseling Initiative National Career Development Guidelines National Occupational Information Coordinating Committee WDGM
Program Implementation How do I make the change? Building the Foundation Planning the Program Establishing Priorities Designing the Program Preparing for Implementation Evaluating the Program
Program Implementation Transition from a position approach to a program focus Program of: BY ALL...FOR ALL A program that encourages and promotes academic, career, and personal/social development for ALL students A program with the goals of academic, personal/social, and career success for ALL students
WCSCM:...FOR ALL The fundamental goals of comprehensive school counseling are twofold: 1. provide for student achievement and success; 2. increase the options that students perceive for themselves
FROM Position: TO Program: Emphasizes at-risk students Crisis-driven reactions Use of time = Counselor on call approach Delivered only by counselors Counseling staff owned Includes all students Balance of Curriculum- driven prevention & interventions Calendared time Collaborative effort between counselor, faculty, parents, and community Community owned and supported
Calendar and Time
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 System Support: professional development, consultation, collaboration, program management
WCSCM Academic Standards Content Standards (A - I) Standards A, B, & C = Academic Development Standards D, E, & F = Personal/Social Development Standards G, H, & I = Career Development Core Performance Standards (Grades 4, 8, 12) Grade Specific Benchmark Examples: A.4.3.1, D.8.3.1, I.12.3.1 Content Standard Grade Level & Core Performance Standard Grade Level Benchmark
Standard H = 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. Grade Level - H.8.1.5: Develop an individual learning plan to enhance educational achievement and attain career goals.
WCSCM Academic Standards
Model Academic Standards 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
Model Academic Standards Three Domains (Cont.) 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.
Model Academic Standards Three Domains (Cont.) 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.
Individual Learning Plan Students will: engage in the process of evaluating their interests, skills, and values; investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; propose career options and set goals create an Individual Learning Plan to reach those goals
ILP Core Components Collaboratively Developed Curricular Domains Addressed Academic Career Personal/Social Intentional Sequence of Study = Graduation Provides Opportunities for Self/Career Exploration Includes Extracurricular/Off-campus Experiences Is Reviewed and Maintained Regularly Portfolio / ePortfolio
Student ILP Contents Include: INTENTIONAL COURSE SEQUENCE INTENTIONAL COURSE SEQUENCE STUDENT CLASSIFICATION STUDENT CLASSIFICATION STUDENT GRADUATION ELIGIBILITY STUDENT GRADUATION ELIGIBILITY COURSE OFFERINGS COURSE OFFERINGS ACTIVITY ELIGIBILITY ACTIVITY ELIGIBILITY COURSE DESCRIPTIONS COURSE DESCRIPTIONS SCHEDULE CHANGES SCHEDULE CHANGES HONORS/AP/DUAL CREDIT OR HONORS/AP/DUAL CREDIT OR ARTICULATED COURSES ARTICULATED COURSES ADVISORY/DELIVERY SYSTEM ADVISORY/DELIVERY SYSTEM INDEPENDENT STUDY COURSES INDEPENDENT STUDY COURSES GRADE POINT AVERAGES GRADE POINT AVERAGES EXPLORE-PLAN-ACT-WORKKEYS EXPLORE-PLAN-ACT-WORKKEYS CAREER EXPLORATION CAREER EXPLORATION SUMMER SCHOOL EXPERIENCE SUMMER SCHOOL EXPERIENCE WORK TO LEARN EXPERIENCE WORK TO LEARN EXPERIENCE AREA TECHNICAL SCHOOL PROGRAMS AREA TECHNICAL SCHOOL PROGRAMS EXTRACURRICULAR ACTIVITIES EXTRACURRICULAR ACTIVITIES PHYSICAL/MENTAL WELLNESS PLAN PHYSICAL/MENTAL WELLNESS PLAN
Individual Learning Plan ILPs use technology to enhance access, provide tools, and supply organizational templates. ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Standards. ILPs take into account what happens to students outside the walls of the school building. ILPs provide both process and product for students to use. These combine to open unique educational and career opportunities.
Individual Learning Plans Students will investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; and propose career options based on their Individual Learning Plan.
Conferencing is a process that : involves activities planned and directed by school counselors facilitates communication between students, parents, and the school assists students in planning, monitoring, and managing their own learning, as well as their personal and career development encourages students to be engaged in their education provides opportunities to set and evaluate educational, career, and life goals Ed/Career Planning Conferences: The Process
The WCSCMs defined mission for Educational/Career Planning Conferences is to: Require the school counselor(s) to provide curricular opportunities for all students in the areas of academic, personal/social and career development. Impact all students in the most effective manner concerning the importance of career decision making and planning for life after high school. Involve the school (student and counselor(s)), parents, and the community (business and industry) in the conferencing process and activities. Ed/Career Planning Conferences: The Mission
Ed/Career Planning Conferences: The Elements Common elements of an effective conferencing process include: School Counseling Curriculum Individual Assessment Materials Student Individual Learning Plans Resources and Options Framework
Students take responsibility for their future Students and parents gain insight into students growth and development Parents feel more informed and involved Students and parents are motivated to be involved earlier in post-secondary planning Student apprehension about school and future goals is reduced A connection is developed between school, parents, and students to ensure academic success Ed/Career Planning Conferences: The Benefits
Impact of WCSCM As students understand themselves, explore the world around them and establish goals for their futures, they begin to see why