The “NEW” Wisconsin Comprehensive School

Counseling Model

From Theory to Application

School Counseling

Gary L. Spear, Ed.SConsultant - School Counseling Programs

WI Department of Public InstructionP.O. Box 7841

Madison, WI 53707-7841ph: 608-266-2820fax: 608-266-3643

Gary.spear@dpi.state.wi.ushttp://www.dpi.state.wi.us/dpi/dlsea/sspw/counsl1.html

WCSCM – A Shift from:

What do counselors do?

to

How are students different because of

the school counseling program?

ASCA [2002]

The “ NEW” WCSCM

ASCA National Model

National Consortium for State Guidance Leadership

The Educational Trust: Transforming School Counseling Initiative

National Career Development Guidelines

WDGM

Standard e

WCSCM: Relevance

Wisconsin Covenant New Wisconsin Promise Partnership for 21st Century Skills American Diploma Project State Superintendent’s High School Task

Force Report [High School Redesign] NCLB Standard e

WCSCM: Relevance

21st Century Competencies– Information and communications technology literacy– Critical thinking– Communications– Collaboration– Global awareness– Business, economic, and civic literacy

Top Skills– Professionalism and work ethic– Oral and written communications– Teamwork and collaboration– Critical thinking and problem solving

WCSCM – Underlying Principles

Serve all students and provide opportunities for all grades K-12.

Curriculum is developed and delivered by counselors, faculty, and community.

Counselors time is calendared among the four components of a comprehensive school counseling program.

Parents are involved and the community helps deliver services.

Curriculum is standards based and competency driven.

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

WCSCM Delivery System

Four Components– School Counseling 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, conferences, learning plans

– System Support: professional development, consultation, collaboration, program management

School Counseling Curriculum

Career

“All Work is Noble”

Personal/Social “ Character is Essential”

Academic

“Learning is Lifelong”

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

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.

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.

School Counseling Curriculum:Student Standards

Content Standards Core Performance Standards Benchmarks [2, 5, 8, 12]

Content Standard = A– Core Performance = 1

Benchmark = 5.1.1Ex. = A.2.3.1, D.8.2.1, I.12.1.1

[format under review at DPI]

Individual Planning

Assessment Advisement Transition Planning Accommodations Individual Learning

Plans Student/Parent

Conferencing

Responsive Services

Personal Counseling Sessions

Support Group Facilitation

Crisis Response

Coordination, referral and outreach with community agencies

System Support

Public Relations

Community and Parent Involvement

Staff Development

Professional Development

Information Management Services

Calendaring

•Program activities are calendared.

•Counselor time usage plan is followed.

•Use of time is focused on the developmental needs of all students.

•Starts on first day of school and ends on last day of school.

Elementary Time

ASCA Suggested Percentages

5%-10% Individual Planning

30%-40% Responsive

Services

35%-45% Guidance

Curriculum

0% Non-Guidance

10%-15% System Support

35%-45% GuidanceCurriculum

5%-10% IndividualPlanning

30%-40% ResponsiveServices

10%-15% SystemSupport

0% Non-Guidance

Middle School Time

ASCA Suggested Percentages

15%-25% Individual Planning

30%-40% Responsive

Services

25%-35% Guidance Curriculum

0% Non-Guidance

10%-15% System Support

25%-35% GuidanceCurriculum

15%-25% IndividualPlanning

30%-40% ResponsiveServices

10%-15% SystemSupport

0% Non-Guidance

High School Time

ASCA Suggested Percentages

25%-35% Individual Planning

0% Non-Guidance

15%-20% System Support

25%-35% Responsive

Services

15%-25% Guidance Curriculum

15%-25% GuidanceCurriculum

25%-35% IndividualPlanning

25%-35%Responsive Services

15%-20% SystemSupport

0% Non-Guidance

Career Domain

Standard H: Students will understand the relationship between educational achievement and career development.– Core - H.1: Attain educational achievement and

performance levels needed to reach personal and career goals.

Benchmark - H.8.1.5: Develop an action plan to enhance educational achievement and attain career goals.

Educational/Career Conference

Individual Learning Plan– Academics – courses, experiences, plans– Extracurricular/Co-curricular– Postsecondary – Occupational/career plans– Goals– Personal strengths and weakness– Obstacles

Curriculum based

Individual Learning Plan

Program Plan of Study– High school courses

Appropriate to career pathway– Required and elective

– Postsecondary High school – youth options or alternative education College or tech college

– Career enhancement Work-based learning Training options

Accountability/Evaluation

Program Audit Needs Survey [pre/post]

Students Parents Staff Community

Counselor Performance Program Evaluation Student Progress Advisory Committee

Impact of Comprehensive School Counseling Program

Increased student achievement K-12 Increased attendance rates Increased collaboration between parents, community

and school Increased enrollment in higher level courses and

career classes Increased post-secondary school enrollments Decreased discipline problems, suspensions, and

expulsions Decreased drop out rate

Research on School Counseling Effectiveness

– Elementary Guidance –Academics Hadley [1988] – Elementary guidance activities have a

positive impact on student academic achievement Borders & Drury [1992] – School counseling interventions

have a substantial impact on student educational development and improved school attendance

Boutwell & Myrick [1992] – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes

Research on School Counseling Effectiveness

– Elementary Guidance – Academics Lee [1993] – Counselors have a positive impact on

student achievement in Math with some improvement in Lang Arts.

Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance

Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores

Research on School Counseling Effectiveness

– Middle School Guidance – Academics Gerler & Kinney [1985] – Underachieving students who received

counseling services improved significantly in Math and Lang Arts Watts & Thomas [1997] – Counselors do impact students academic

performance including significant improvement in Lang Arts Tobias & Myrick [1999] – Counselors demonstrated they could help

students improve school grades and attendance McElroy [2000] – Counselors directly support the schools academic

mission Lapan, Gysbers & Petroski [2001]– Schools implementing a

comprehensive school counseling program have students earning higher grades

Research on School Counseling Effectiveness

– High School Guidance – Academics Myrick [1987] – Developmentally-based programs promote student

development and academic success. Borders & Drury [1992] – Effective school counseling programs have

a substantial impact on student educational development and improved attendance.

Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals.

Research on School Counseling Effectiveness

– High School Guidance – Academics Nelson, Gardner & Fox [1998] – Schools with more fully

implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test.

Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time.

Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs.

Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.

WCSCM: Delivered By All

Counselor Role: To lead, facilitate, and provide direct services.

Faculty have a role in delivering curriculum.

Community partners in program delivery.

From Entitlement … To Performance

At-risk emphasis Crisis driven “On call” approach Measures amount of effort Attends to process of doing

work Focus on good intentions Works to maintain the existing

system Talks about how hard they

work Owned by the counseling staff

Provides to ALL students Curriculum driven Calendared time Measures impact related to

goals Attends to goals, objectives

and outcomes Focus on accomplishments Changes and adapts to be

responsive Talks about effectiveness Community owned and

supported

Comprehensive School Counseling and ESEA/NCLB

Attendance / Truancy Alternative programs Character Education Conflict Resolution Counseling Drop Out Retention Parent Involvement Classroom Management Pupil Services Personnel

How School Counseling Programs Impact Students

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 careers tomorrow.

Purpose and Direction

Summer Training 2007

June 19 - 22 @ Hayward [CESA 11/12/WITC]

July 16 – 19 @ Rice Lake [CESA 11/12/WITC]

July 30 – Aug 3 @ Fennimore [CESA 3]

Aug 6 – 10 @ Rhinelander [NATC/CESA 9]

Aug 13 – 16 @ West Salem [CESA 4]