Advances in School Counseling: New Paradigms, Programs, and Preparation

1. Advances in School Counseling: New Paradigms, Programs, and Preparation Gary L. Troxell, Ed.D Lancaster Bible College Kevin Wilkerson, Ph.D. Co-Director- School Counseling Program University of Scranton

2. Presentation Objectives • Introductions • School Counseling (R)evolution • New Paradigms, Programs, and Preparation • Illustrations • Looking Ahead • Resources • What next? • Questions and Comments

3. Introductions • A little about us • A little about you • Brief professional examples of best practices in School Counseling

4. School Counseling (R)evolution • ASCA National Standards for Students (1997) http://ascamodel.timberlakepublishing.com/files/NationalStandards.pdf • ASCA National Model (2003, 2005) http://www.schoolcounselor.org/files/Natl%20Model%20Exec%20Summary_final.pdf • ASCA School Counselor Competencies http://www.schoolcounselor.org/files/SCCompetencies.pdf • Evidence-Based Practice for School Counselors

5. The ASCA National Model

6. Moving From Programmatic Pieces to Intentional Integration Student and System Focused School counseling

7. Typical Student-Focused School Counseling Program Activities Bully Proofing Program Tutoring Mentoring Students Random Acts of Guidance Individual Counseling Small Group Study Skills Group Classroom Guidance Behavior Management Ready! Fire! AIM! Phone Contact

8. Intentional Student-Focused School Counseling Programs Bully Proofing Program Tutoring 70% Attendance Rate for Low SES Students Mentoring Students Individual Counseling Small Group Data Driven Priorities Study Skills Group Classroom Guidance Behavior Management Phone Contact

9. Intentional and Integrated Student-Focused School Counseling Programs Bully Proofing Program EVIDENCE POSITIVE AND NEGATIVE CONTINGENCY MANAGEMENT (token economies, tangible rewards, behavioral contracting) Sutven, R.P., Ford, J.P., Flaherty, C. (2010). 70% Attendance Rate for Low SES Students Mentoring Students Data-Driven Priorities AND EVIDENCE BASED PRACTICE Individual Counseling Small Group Study Skills Group Classroom Guidance Behavior Management Phone Contact

10. Intentional and Integrated Student Focused Interventions Interventions IDENTIFIED, EVALUATED, EMPIRCIALLY SUPPORTED, AND designed to directly help students gain knowledge and skills in the areas of academic, career, and personal/social development in order to help them better navigate the educational system

11. System-Focused School Counseling Programs Review School Structure Advocate For Change Lead Task Force Student Focus Groups Disaggregate Data By ??? Review School Policies Advocate for Task Force Team With Parents & Community Review Practices

12. Intentional System-Focused School Counseling Programs Review School Structure Advocate For Change 70% Attendance Rate for Low SES Students Lead Task Force Student Focus Groups Disaggregate Data By ??? Data-Driven Priorities Review School Policies Advocate for Task Force Team With Parents & Community Review Practices

13. Intentional and Integrated System-Focused Counseling Programs Review School Structure Advocate For Change SCHOOL, COMMUNITY AND FAMILY INVOVLEMENT Sheldon, S.B. (2007). 70% Attendance Rate for Low SES Students Data-Driven Priorities AND EVIDENCE BASED Lead Task Force Student Focus Groups Disaggregate Data By ??? Review School Policies Advocate for Task Force Team With Parents & Community Review Practices

14. Intentional and Integrated System Focused Interventions Interventions IDENTIFIED, EVALUATED, EMPIRICALLY SUPPORTED, AND designed to help the system (school) change in order to better meet the needs of the students. Examples: • Change educator attitudes, expectations, & priorities • Reduce adult resistance to change • Change policy • Change practice

15. How Can School Counselors Do This Work? • Creating data-driven, evidence-based school counseling programs aligned with the school’s improvement planserves students better • Taking a leadership role in schools helps bring about systemic change and alter student outcomes

16. Evidenced-Based Practice References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

17. Continuum of Strategies (RTII approaches) DATA ACTION PLAN All Students Large group/ Classroom Some Students Small Group Few Students Individual A Student Referral

18. New paradigms, programs, and preparation: illustrations

19. Transcript Analysis Identifying patterns in our own data to determine whether all of our students are participating in courses that will prepare them for college and careers

20. Percent of Students Behind, Proficient and Advanced in Math Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind, and a student in geometry or algebra honors is considered advanced. A student not taking math is also considered behind.

21. Average Number of College-Prep Classes The average should be at least 4.5 to be on trajectory to be College Ready graduation. Note: The level of proficiency is defined by the course the students are in. For example, in 9th grade a student who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind, and a student in geometry or algebra honors is considered advanced. A student not taking math is also considered behind.

22. Master Schedule Analysis Identifying patterns in course offerings, teacher distribution, class sizes, and time efficiency in our schedules

23. Examination of the Master Schedule Analysis Look for: • Patterns in these charts and what they indicate • Changes you may implement to ensure that students have access to career and college-ready courses and support

24. Enrollment: ~ 1,800 Of all math classes, what percent of them are 9th grade classes?

25. Percent of Courses that are College Prep Of all science classes, what percent of them are college-prep classes?

26. Looking ahead

27. A Great School Guidance & Counseling Program Key Points A written mission statement exists and is used as a foundation by all counselors. Services are organized so that all students are well served and have access to them. The program operates from a plan for closing the achievement gap for minority and lower income students. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

28. A Great School Guidance & Counseling Program Key Points The program has a set of clear measurable student learning goals and objectives established for academic, personal/social skills, and career development. Needs assessments are completed regularly and guide program planning. All student receive classroom guidance lessons designed to promote academic, social/personal, and career development. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

29. A Great School Guidance & Counseling Program Key Points The program ensures that all students have academic plans that include testing, individual advisement, long-term planning, and placement. The program has an effective referral and follow-up system for handling student crises. School counselors use student performance data to decide how to meet student needs. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

30. A Great School Guidance & Counseling Program Key Points School counselors analyze student data by ethnicity, gender, and socioeconomic level to identify interventions to close achievement gaps. School counselor job descriptions match actual duties. School counselors spend at least 80% of their time in activities that directly benefit students. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

31. A Great School Guidance & Counseling Program Key Points The school counseling program includes interventions designed to improve the school’s ability to educate all students to high standards. An annual review is conducted to get information for improving next year’s programs. School counselors use computer software to: (a) access student data; (b) analyze student data, and; (c) use data for school improvement. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

32. A Great School Guidance & Counseling Program Key Points The school counseling program has the resources to allow counselors to complete appropriate professional development activities. School counseling priorities are represented on curriculum and education committees. School counselors communicate with parents to coordinate student achievement and gain feedback for program development. References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).

33. What Next? • Change hiring practices • Look for SC’s who can articulate a new vision for School Counseling • Introduce new interview questions • “How do you determine the impact of your work?” • “What processes do you use to identify achievement gaps and remove barriers to learning? • Conduct serious program audits and assessments • Rethink School Counselor professional development

34. Questions and Comments • Today’s Pp presentation will be available at www.papsa-web.org • E-mail addresses • Gary- gtroxell@lbc.edu • Kevin- wilkersonk2@scranton.edu

35. Resources American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author. Dimmitt, C, Carey, J. & Hatch, T. (2007). Evidenced-based school counseling. Thousand Oaks, CA: Corwin Press. The Education Trust - NCTSC (National Center for Transforming School Counseling )