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The Wisconsin Comprehensive School Counseling Model. Gary L. SpearSchool Counseling ConsultantStudent Services Prevention and Wellness TeamWisconsin DPI. Audio Difficulties. Make sure the volume is turned up (volume button beneath the speaker's picture)Make sure the volume on the computer is t
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1. The “NEW” Wisconsin Comprehensive School Counseling Model
From Theory to Application
June 2008
2. The Wisconsin Comprehensive School Counseling Model
Gary L. Spear
School Counseling Consultant
Student Services
Prevention and Wellness Team
Wisconsin DPI
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4. Presentation material
A copy of the PowerPoint is available at:
http://dpi.wi.gov/sspw/scpowerpoint.html
5. The “OLD” WDGM Based upon Nine 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
6. The “ NEW” WCSCM 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
7. Differences: WDGM to WCSCM Program Implementation
Model Academic Standards
Conferencing
Individual Learning Plans
Accountability / Evaluation
8. Program Implementation Building the Foundation
Planning the Program
Establishing Priorities
Designing the Program
Preparing for Implementation
Evaluating the Program
9. Program Implementation Transition from a position to program approach
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 goal of academic success for ALL students
10. WCSCM: . . .FOR ALL The fundamental goals of comprehensive school counseling are twofold:
provide for student achievement and success;
increase the options that students perceive for themselves
11. FROM “Position”: TO “Program”: At risk student emphasis
Crisis driven
“On call” approach to use of time
Delivered only by counselors
Owned by counseling staff only Include all students
Curriculum driven
Calendared time
Collaborative effort between counselor, faculty, parents, and community
Community owned and supported This shift requires that counseling move
(click) From an emphasis on at risk youth (click) to serving all students K-12.
(click) From crisis driven (click) to curriculum driven.
(click) From an on call approach to use of time (click) to calendared time.
(click) From being delivered by counselors only (click) to a collaborative effort between counselors, faculty, parents, and community.
(click) Owned by counselors only (click) to becoming community owned and supported.
This shift requires that counseling move
(click) From an emphasis on at risk youth (click) to serving all students K-12.
(click) From crisis driven (click) to curriculum driven.
(click) From an on call approach to use of time (click) to calendared time.
(click) From being delivered by counselors only (click) to a collaborative effort between counselors, faculty, parents, and community.
(click) Owned by counselors only (click) to becoming community owned and supported.
12. Calendar and Time
13. 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
14. Model Academic Standards Format
15. School Counseling Curriculum:Student Standards Content Standards
Core Performance Standards
Grade Level Performance Standards [4, 8, 12]
Content Standard = A
Core Performance = 1
Grade Level = 4.1.1
Ex. = A.4.3.1, D.8.2.1, I.12.1.1
16. 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.
17. 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
18. Model Academic Standards – 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.
19. Model Academic Standards – 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.
20. Student and Parent Educational/Career Planning Conference Conferencing is a process that involves activities planned and directed by school counselors that assists students in planning, monitoring, and managing their own learning, as well as, their personal and career development. Through these activities, students are encouraged and given opportunities to set and evaluate their educational and career goals and develop their Individual Learning Plan that will help them achieve their educational, career and life goals.
21. Student and Parent Educational/Career Planning Conference The WCSCM has defined the mission of the Student and Parent Educational/Career Planning Conferences 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.
22. Student and Parent Educational/Career Planning Conference Common elements of an effective conferencing process include:
School Counseling Curriculum
Individual Assessment Materials
Student Individual Learning Plans
Resources and Options
Framework
23. Individual Learning Plan 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.
24. Individual Learning Plan ILP’s meet benchmarks within the Model Academic Standards for school counseling
ILP’s take into account what happens to students outside the walls of the school building
ILP’s can provide a process and product for students to use that opens them up to unique educational and career opportunities
25. Impact of WCSCM 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.
26. Accountability/Evaluation Program Audit
Counselor Performance
Program Evaluation
Student Progress
Advisory Committee