Implementing a Comprehensive School Counseling Program

1. Implementing a Comprehensive School Counseling Program A link to the current educational reform movement emphasizing achievement and success Judy Kuse, DPI Counseling Consultant , Jan 2009

2. Current Trends In School Counseling • ASCA’s National Standards and Model • American School Counselor Association • Transforming School Counseling Initiative • Education Trust – DeWitt Wallace • Standard “e” • WDGM – update and revision • State Models for School Counseling • Results-based School Counseling

3. NEW WI Comprehensive School Counseling Model (WCSCM) Sections • Program Implementation • Training • Student Standards • Benchmarks at 4, 8, and 12 • Accountability / Evaluation

4. Rationale for a Comprehensive School Counseling Program • A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students. • ensures equity and access to a rigorous education for all students • identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program • is delivered to all students in a systematic fashion • is based on data-driven decision making • is provided by a state-credentialed school counselor

5. WCSCM Delivery System • Four Components • 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

6. School Counseling Curriculum – 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

7. School Counseling Curriculum – 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.

8. School Counseling Curriculum – 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.

9. School Counseling Program impact on Students • Academic Support • Study Skills • Test Taking Strategies • Test Anxiety • Tutoring • Listening Skills • Homework Completion Skills • Proper Course Placement

10. School Counseling Program impact on Students • Personal/Social Support • Character Education/Citizenship • Bullying/Harassment Intervention • Peer Mediation/Conflict Resolution • Asset Development • Positive School Climate • Critical Thinking Skills • Diversity Skills

11. School Counseling Program impact on Students • Career • Student, Parent, Counselor Educational – Career Conference • Individual Learning Plan • Increased sequence of Career/Technicaleducation courses • Fewer “undecided’s”Provide purpose and direction for students

12. Comprehensive School Counseling • 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 lives and careers tomorrow.

13. The Answer For: • Who am I? • Where have I been? • Where am I going? • What will I need to get there? • How can I help myself? • Who can help me and how? • How can I change when change is required?

14. Reduce Failure • Highest failure rates in K-12 education: Grade 9 • Highly correlated to dropping out of high school • Some factors: • Failure to connect to goals after high school • Failure to enroll in exploratory or CTE courses • Failure to connect with an adult in school • Failure to transition to new environment [SREB & ECS]

15. Parent and Student Educational/Career Conferences • 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.

16. P/S Conference Benefits • Students take responsibility for their future • Students and parents gain insight into student’s growth and development • Parents feel more informed and involved • Students and parents are motivated to be involved earlier in post-secondary planning • Student apprehension about school and future goals is reduced • A connection is developed between school, parents, and students to ensure academic success

17. 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.

18. Individual Learning Plan • Learning Record versus Learning Plan • Traditional Four Year Plan • A format that serves as a learning record and looks toward the past • Individual Learning Plan • A format that identifies what is to be achieved and looks toward the future

19. Four Year Plan

20. Individual Learning Plan

21. 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

22. Sample ILP Benchmarks • B.1 Apply the skills necessary to improve learning and make successful academic transitions • B.8.1.2 Apply critical thinking skills for making successful academic transitions • E.1 Apply self-knowledge in the decision-making or goal-setting process • E.8.1.1 Develop an action plan to achieve short- and long-term goals • H.1 Attain educational achievement and performance levels needed to reach personal and career goals • H.8.1.5 Develop an individual learning plan to enhance educational achievement and attain career goals

23. ILP Components • Curricular Domains [required] • Academic • Career • Personal/Social • Program of Study [required] • Portfolio / E-Portfolio [Highly suggested]

24. Curricular Domains • Establish learning and/or developmental goals in the three domains including action plans and review • Academic • Plan of Study; achievement; attendance; etc. • Career • Cluster; pathway; program of study; experiential; education; etc. • Personal/Social • Peer; family & friends; organizations; community; etc.

25. Summary • Implementation of the New Wisconsin Comprehensive School Counseling Model will be valuable to all students in planning for their futures and will involve parents in the decision making process! • Questions? Contact your school counselor • For more information: http://dpi.wi.gov/sspw/counsl1.html