Supporting the Implementation of the WCSCM in your School

1. Supporting the Implementation of the WCSCM in your School Some Tools for Building Administrators

2. Missouri School Counselors Benefit All Students (Lapan, Gysbers, Kayson, 2007) Students attending Missouri high schools with more fully implemented comprehensive guidance programs • have higher 11th grade MAP Communication Arts test scores • graduate • have better attendance • have fewer discipline problems

3. Missouri School Counselors Benefit All Students Students attending Missouri middle schools with more fully implemented comprehensive guidance programs • have better attendance • have fewer discipline problems

4. An Evaluation of Utah’s Comprehensive Guidance Program (Nelson, Fox, Haslam, and Gardner, 2007) • Students in high-implementing Comprehensive Guidance schools achieve higher levels of academic achievement and make better decisions about education and career planning than do students in matched lower-implementing schools.

5. A Closer Look at the Principal-Counselor Relationship (A project of the College Board, American School Counselor Association, and the National Association of Secondary School Principals in May, 2009) • Key finding: Both principals and counselors ranked communication and respect as the two most important elements in the principal-counselor relationship.

6. Key finding: When giving examples of what they meant by good communication and high levels of respect, principals and counselors tended to focus on different things. • Key finding: Time was most frequently mentioned as being the biggest barrier to collaboration by both principals and counselors. • Find the report at http://professionals.collegeboard.com/profdownload/principal_counselor_survey_handout.pdf

7. Differences between WI Principals’ Expectations and Actual Performance Observations of School Counselor Roles and Functions(Curtis, 2008) • Key finding: WI principals’ expectations for school counselors are congruent with comprehensive school counseling models • Key finding: Practicing school counselors need to communicate effectively with administrators about their role and function expectations.

8. Informing Principals: The Impact of Different Types of Information on Principals’ Perceptions of Professional School Counselors (Luewerke and Walker, 2009) • Key finding: Principals view test administration, record-keeping, and covering overflow from the principal’s office as important tasks for school counselors to perform. • Key implication: Counselors are encouraged to develop routine and regular communication with principals to better inform them about appropriate roles and activities for counselors.

9. Paving the Road to College: How School Counselors Help Students Succeed (Lapan and Harrington, 2005) • Key recommendation: Get principals to support implementation of comprehensive school counseling programs. • Key recommendation: Reduce non-counseling tasks • Find the monograph at: http://www.umass.edu/schoolcounseling/PDFs/TheChicagoReport.pdf

10. WCSCPMWisconsin ComprehensiveSchool Counseling Program Model

11. ASCA National Model

12. Themes • Leadership • Advocacy • Systemic Change • Collaboration

13. Foundation • The mission statement for your school counseling program should align with your district and your school mission. • The beliefs are what you agree on as the philosophy that supports your school counseling program. • In Wisconsin, we have 9 Model Academic Standards for student performance.

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

15. Management System • Management Agreement • Advisory Council • Calendaring • Allocation of Time

16. Accountability • Auditing the School Counseling Program • School Counselor Performance Evaluation • Results

17. Program activities are calendared and the program starts on the first day of school and ends on the last day of • School. • A counselor time usage plan is followed. • The time usage plan is focused on the developmental needs of all students. Calendaring

18. Suggested Distribution of Counselor Time • School Counseling Curriculum • Individual Planning • Responsive Services • System Support

19. Building Administrator Toolkit—Samples • Strategic Interview Questions • School Counselor Position Descriptions • School Counselor Evaluation Forms • Management Agreements • School Counseling Program Audit • Non-counseling Program Activities List • Master Schedule Building Responsibilities • Calendar

20. Strategic Interview Questions • You are a new school counselor. How will you create your school counseling program? • Can you explain how you will determine which Wisconsin Model Academic Standards for School counseling are addressed in your school counseling program and how you will ensure that students attain these standards and competencies? • Share your experience teaching guidance curriculum in the classroom, how you determine what you will teach and how you evaluate the effectiveness of your teaching.

21. More Strategic Interview Questions • What is your experience with state-of-the-art career/technical education tools? What is your plan to ensure that every student creates an academic plan to meet his/her academic needs, graduation requirements and college or career goals? • Your administrator would like to collaborate with you to address a personal/social need, such as bullying or violence prevention. What types of programs and services would you recommend?

22. Even More Strategic Interview Questions • When making the decision to counsel with a student in an individual setting, what criteria do you use to determine how many sessions you will have with that student? What criteria do you use to determine when it is appropriate to refer to an outside resource? • What experience do you have working with diverse populations? Can you share an example of a time when you advocated for a student’s social justice need within the educational system?

23. The Last Strategic Interview Questions • What is the school counselors’ role on various committees within the school? What is your experience with serving on leadership teams within the school? • How will you share the results of your program? In what ways do you intend to market and promote your program? • What professional associations do you belong to and what recent trainings have you presented at or attended? Hatch, Trish (2006). Today’s School Counselor. ASCA School Counselor, 44 (2), 29-34.

24. Judith Kuse School Counseling Consultant WI DPI judith.kuse@dpi.wi.gov 608-266-2820