CED605 Curriculum Development Introduction Unit: One (1.A)

1. CED605Curriculum DevelopmentIntroduction Unit: One(1.A) Dr. Harvey Hoyo Course Custodian

2. Knowledge Base Best Practice Theory & Research Application Principle Adaptation

3. Learning & Instructional Design for School Counselors Goals of Presentation Current Trends Ed Trust & ASCA National Model Tiered Support Programs Accountability Impact on School Counselors

4. Learning & Instructional Design for School Counselors A Quick Write KWL: 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?

5. Current Trends in Education • Standards-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.

6. Current Change Models For School Counselors • Education 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).

7. Education Trust Model • The 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.

8. 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.

9. 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.

10. 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

11. Quick Write How does the Education Trust impact your future as an effective school counselor?

12. 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.”

13. 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

14. ASCA National Model

15. Delivery System • School Guidance Curriculum • Individual Student Planning • Responsive Services • System Support

16. Management System • Agreements • Advisory Council • Use of Data • Monitoring Student Progress • Closing the Gap • Action Plans • Guidance Curriculum • Closing the Gap • Use of Time

17. Accountability • Result Reports • Impact Over Time • Pre-Post assessments for guidance lessons • School Counselor Performance Evaluations • Program/Curriculum Audits

18. Academic Development From Moreno Valley Unified • 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

19. Academic Results Goal Setting (K-5) • After classroom guidance lessons pre-post tests indicated… • student knowledge of goal settingincreased from 10% to 98% • 90% achieved their identified goal

20. 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

21. Academic Results Interventions (6-8) Pre:Post: • 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

22. Personal/Social ResultsConflict Resolution (K-5) • Number of students who could • peacefully resolve a conflictincreased • from55% to 88% • Following implementation of a Conflict Manager program the number of suspended students was reduced from13% to3%in the current year.

23. Personal/Social ResultsConflict Resolution (6-8) • 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 mediationincreased from 47 to 149 with a decrease in referrals by 10%

24. 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%

25. Quick Write What are simple; but effective ways you can measure the student success in your guidance lessons?

26. Levels of Intervention Tier 3 5% Tier 2 20% Tier 1 100%

27. Sample Tier I Programs 1. 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

28. Tier 1/Primary Prevention (School-Wide):Successful Programs Comprehensive Guidance Curriculum received by 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)

29. 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)

30. 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)

31. Tier 1/Primary Prevention (School-Wide):Successful Programs Career Planning (Sample Program) NAVIGATION 101: Career Planning http://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

32. 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

33. Levels of Intervention Model

34. Guidance Lessons Components

35. 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.

36. Quick Write How will the accountability movement impact your role while presenting guidance lessons?

37. Additional Resources • ASCA National Model (Bowers & Dahir, 2002) • http://www.schoolcounselor.org/content.cfm?L1=10 • Education Trust • Education Watch, The Education Trust Community Data Guide • http://www.edtrust.org/main/main/index.asp • American Student Achievement Institute • http://www.asainstitute.org/schoolcounseling/resources.html

38. We need to be the change we want to see happen. We are the leaders we have been waiting for. -Gandhi

39. Learning & Instructional Design for School Counselors What did you learn about guidance lessons impacting your role as a school counselor?