GUIDANCE AND SCHOOL COUNSELING UNIT

1. GUIDANCE AND SCHOOL COUNSELING UNIT

2. It Is the Law ACT 908 of 1991 Revised 1997, 1999, 2003, 2005, 2007 “Public School Student Services ACT” Ark. Code Ann. 6-18-1001 ~ 6-18-1009

3. Student Services ProgramA Coordinated Effort • Guidance & Counseling • Psychological Services • Visiting teacher & school social work services • Career Services • Conflict Resolution Services • Health Services • Suicide Prevention Public Awareness

4. Guidance & Counseling • Individual & Group Counseling for all students • Orientation Programs • Academic Advisement • Consultation with parents, faculty, and out-of-school agencies • Utilization of student records and files • Interpretation and dissemination of results of augmented, criterion-referenced, or norm-referenced assessments

5. Follow-up of dropouts and graduates School-initiated system of parental involvement Organized system of Informational resources to base educational and vocational decision making Educational, academic assessment and career counseling with regard to: Workforce opportunities Alternative programs Postsecondary opportunities National college assessments

6. Coordinating administration of the TABE or GED pre-test and designating appropriate personnel to administer the tests Classroom guidance limited to 40 minute class sessions, not to exceed 3 per day or 10 per week Guidance in understanding the relationship between classroom performance and success in school

7. Career Development • Each school counselor shall provide a career planning process for each student to include • Employment readiness • Career information • Knowledge and skills necessary to achieve career goals • Career awareness

8. Career Development Cont. • School counselors shall also encourage parents, during regular parent conferences, to support partnerships in their children’s learning and career planning process

9. Student Services Report

10. Each counselor is to complete a separate report for EACH school served Examples: • If you serve both the Elementary and the High School • If you serve two Elementary schools in the same district

11. October 1How Many Students? • Delineate the total number of students in each grade for the school • Indicate the grade levels and the total number of students YOU serve

12. “Yes” or “No” • When answering the items, please mark “Yes” or “No” • “NA” is not an acceptable response • Do not leave a numbered item blank • Do not write “NA” beside the item • Answer “No” if it is not “Yes”

13. Allocation • Number of students served • Percentages should represent the time you are assigned as a counselor (FTE) • One, two, three, four, or five days allocated 450:1 • Days beyond allocated days do not count in counselor percentages.

14. Direct CounselingItems 1- 17 • Addresses direct counseling services provided • Items 1 – 16 the same but renumbered. • Item 17 revised and moved (#4 to #17)

15. Item 17 YES NO 17. Academic development skills have been identified and are being used at the elementary, middle, and high school. (Complete and attach a “Results Report Form” found on page 29 of The Arkansas Model, for one (1) Academic Development activity.

16. Academic Development Activities • Examples at the Elementary Level (K-7) • Listening skills • Following directions • Accepting responsibility • Adjusting to the school environment • Decision making skills • Goal setting • Developing independence • Developing study habits • Learning about middle school

17. Academic Development Activities • Examples at the Secondary Level (7-12) • Assessing academic strengths and areas needing improvement • Learning styles • Building self reliance • Smart and core curriculum • Learning about high school programs • Evaluating academic achievement and progress • Curriculum awareness • Course selection • Planning for the future • Decision making skills

18. Counselor Target Group Curriculum & Materials Type of Service Start Date/End Date Process Data Perception Data Results Data Results Report Form

19. Process Data What did you do for whom?

20. Process DataWhat did you do for whom? • Evidence the event occurred • How activity was conducted • How many students • Number of lessons delivered • Number of meetings

21. Process Data - Examples • Weekly (6) academic support groups with 12 students in each group were held • (155) 9th grade students received the “The Four Year Plan” guidance lesson • All 4th and 5th (112) grade students participated in the “study buddy” (4) guidance lessons

22. Perception Data What do people think they know, believe or can do?

23. Perception DataWhat others think, know or demonstrate. “Measures competency achieved, knowledge gained or attitudes beliefs of student • Pre-post • Surveys • Evaluations • Teacher/Principal assessment of students

24. Perception Data – Examples • Competency Achievement • Every student in grades 9-12 completed a 4 year plan • Every 10th grade student completed an interest inventory • Knowledge Gained • 89% of students demonstrate knowledge of promotion/retention criteria • 92% can identify Early Warning Signs of Suicide

25. Perception Data - Examples • Attitudes or Beliefs • 74% of students believe fighting is wrong • 29% of students feel safe at school • 78% know the name of their counselor

26. Results Data What happened?

27. Results Data • Hard data • Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect academic achievement, attendance, or behavior

28. Results Data - Examples • 72 students on the retention list avoided retention • Graduation rates improved 14% over three years • Attendance improved among 9th grade males by 49%

29. How are students different as a RESULT of what you do?

30. Administrative ActivitiesItems 18 - 31 • Activities related to the provision of guidance services • Student may or may not be present but work is related to guidance services

31. “List Others” • Both the Direct Counseling and Administrative Activities sections have space for you to list other activities not specified that fit each category. The “List Others” section may be left blank; it is there to help you. • To calculate your time spent for Direct Counseling, determine how much allocated time was spent doing the activities listed in items 1-17 as well as other activities you listed in the “List Others” section. • To calculate your time spent for Administrative Counseling Activities, determine how much allocated time was spent doing the activities listed in items 18-31 as well as other activities you listed in the “List Others” section.

32. Percentages of Time Spent • List a percent for each category • Time spent on “Direct Counseling” (Items 1-17) plus listed items • Time spent on “Administrative Activities” (Items 18-31) plus listed items

33. Non-Guidance Functions • List activities that Do NOT relate to the provision of guidance services • DO NOT include these activities in your percentages

34. School Counselor Performance Appraisal • Guide for self-evaluation based on performance standards • Tally responses and record on items 32 & 33 • Appraisal form is located on pages 31- 34 of The Akansas Model: A Framework for School Counseling Programs (the model is posted under resources at www.arsca.k12.ar.us)

35. General Information (Section D) • Items 34 – 56 • Based on district/building information

36. Career Planning Process (Section E) • Items 57 – 59 applies to K – 12 counselors • Item 60 applies to 8 – 12 counselors

37. 8-12 Career Folder/Form • Attach folder or form used in career planning • Form can be the form used district or cooperative wide. • A statement must be submitted if no folder/form is attached.

38. Re-Cap for Attachments • For K-7 Counselors • Academic Development (Results Report) • For 8-12 Counselors • Academic Development (Results Report) • Career Planning Process folder/form

39. Signatures • The following signatures are required before submitting the Student Services Report: • You, the Counselor • The Principal • The Superintendent

40. SUBMIT By Due Date March 15, 2010