The Wisconsin Comprehensive School Counseling Program Model.
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Transcript of The Wisconsin Comprehensive School Counseling Program Model.
The Wisconsin The Wisconsin Comprehensive School Comprehensive School
Counseling ProgramCounseling Program
ModelModel
WI Department of Public InstructionWI Department of Public InstructionP.O. Box 7841P.O. Box 7841Madison, WI 53707-7841Madison, WI 53707-7841phone:phone: 608-266-2820608-266-2820fax:fax: 608-266-3643608-266-3643
http://www.dpi.wisconsin.gov/sspw/counsl1.html
Judith KuseJudith KuseConsultant - School Counseling ProgramsConsultant - School Counseling Programs
What do counselors do?
vs.
How are students different because
of the school counseling program?
Wong [2002]
What do counselors do?
vs.
How are students different because
of the school counseling program?
Wong [2002]
Pair and SharePair and Share
What changes have you seen in the school What changes have you seen in the school counseling program in your district over the counseling program in your district over the past two—three years? Identify two changes past two—three years? Identify two changes and explain them to your partner.and explain them to your partner.
Comprehensive School Comprehensive School Counseling ProgramsCounseling Programs
are based uponare based upon
National School Counseling National School Counseling
StandardsStandards ASCA National ModelASCA National Model Wisconsin Developmental Wisconsin Developmental
Guidance ModelGuidance Model
The GOAL is to help The GOAL is to help allall students: students:
Learn about
self
Learn about
self
Learn about the
world around them
Learn about the
world around them
And makemeaningful connections
between the two
And makemeaningful connections
between the two
Outcomes include:Outcomes include: Increased student achievement K-12. Increased student achievement K-12. Increased collaboration among parents, Increased collaboration among parents,
community and school.community and school. Increased post secondary school Increased post secondary school
enrollments.enrollments. Decreased discipline problems and Decreased discipline problems and
dropout rate.dropout rate. Decreased last minute schedule Decreased last minute schedule
changes.changes.
Research on Counseling EffectivenessResearch on Counseling Effectiveness School Counseling in the Elementary
School–Impact on Academic Achievement Hadley [1988] – Elementary guidance activities Hadley [1988] – Elementary guidance activities
have a positive impact on student academic have a positive impact on student academic achievementachievement
Borders & Drury [1992] – School counseling Borders & Drury [1992] – School counseling interventions have a substantial impact on student interventions have a substantial impact on student educational development and improved school educational development and improved school attendanceattendance
Boutwell & Myrick [1992] – Counseling Boutwell & Myrick [1992] – Counseling programming focused on school success and programming focused on school success and behaviors related to achievement: 83% showed behaviors related to achievement: 83% showed academic improvement and 76% of those failing academic improvement and 76% of those failing improved and passed classesimproved and passed classes
School Counseling in the Elementary School– Impact on Academic Achievement
Lee [1993] – Counselors have a positive impact on Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement student achievement in Math with some improvement in Lang Arts.in Lang Arts.
Mullis & Otwell [1997] – Counselors can assist Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic teachers in helping improve student academic performanceperformance
Sink & Stroh [2003] – Schools with comprehensive Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher school counseling programs produced higher achievement test scoresachievement test scores
Research on Counseling EffectivenessResearch on Counseling Effectiveness
School Counseling in the Middle School– Impact on Academic Achievement
Gerler & Kinney [1985] – Underachieving students who Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math received counseling services improved significantly in Math and Lang Artsand Lang Arts
Watts & Thomas [1997] – Counselors do impact students Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in academic performance including significant improvement in Lang ArtsLang Arts
Tobias & Myrick [1999] – Counselors demonstrated they Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendancecould help students improve school grades and attendance
McElroy [2000] – Counselors directly support the schools McElroy [2000] – Counselors directly support the schools academic missionacademic mission
Lapan, Gysbers & Petroski [2001]– Schools implementing Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have a comprehensive school counseling program have students earning higher gradesstudents earning higher grades
Research on Counseling EffectivenessResearch on Counseling Effectiveness
School Counseling in the High School– Impact on Academic Achievement
Myrick [1987] – Developmentally-based programs Myrick [1987] – Developmentally-based programs promote student development and academic success.promote student development and academic success.
Borders & Drury [1992] – Effective school counseling Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student programs have a substantial impact on student educational development and improved attendance.educational development and improved attendance.
Lapan, Gysbers & Sun [1997] – Schools with more fully Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling implemented comprehensive school counseling programs had students earning higher grades; more programs had students earning higher grades; more career and college information available; students better career and college information available; students better prepared for the future; more positive school climate; prepared for the future; more positive school climate; counselors promoting the school’s educational goals.counselors promoting the school’s educational goals.
Research on Counseling EffectivenessResearch on Counseling Effectiveness
School Counseling in the High School– Impact on Academic Achievement
Nelson, Gardner & Fox [1998] – Schools with more fully Nelson, Gardner & Fox [1998] – Schools with more fully implemented comprehensive school counseling programs implemented comprehensive school counseling programs had students who took more advanced math and science had students who took more advanced math and science courses; took more vocational/technical courses; had higher courses; took more vocational/technical courses; had higher ACT scores on every scale of the test.ACT scores on every scale of the test.
Mau, Hitchcock & Calvert [1998] - Counselors influence Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher students futures by encouraging them to have higher expectations; student self-expectations increased over time.expectations; student self-expectations increased over time.
Kaufman, Klein & Frase [1999] – Counseling services are Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs.one of the key elements in dropout prevention programs.
Schlossberg & Morris [2001] – Counselor led developmental Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the guidance units help assist students in coping with the overwhelming transition to high school.overwhelming transition to high school.
Research on Counseling EffectivenessResearch on Counseling Effectiveness
Includes all studentsIncludes all students Curriculum-drivenCurriculum-driven Calendared timeCalendared time Delivered collaboratively Delivered collaboratively
by counselors, faculty, by counselors, faculty,
parents, and community parents, and community
membersmembers Owned and supported by Owned and supported by
the communitythe community
Emphasis on at-risk Emphasis on at-risk
studentsstudents Crisis-drivenCrisis-driven ““On call” approach to use On call” approach to use
of timeof time Delivered only by Delivered only by
counselorscounselors Owned by counseling Owned by counseling
staff onlystaff only
FROM:FROM:FROM:FROM: TO:TO:TO:TO:
Underlying PrinciplesUnderlying Principles
All students are served and opportunities are All students are served and opportunities are provided for all grades K-12.provided for all grades K-12.
The curriculum is developed and delivered by The curriculum is developed and delivered by counselors, faculty, and community.counselors, faculty, and community.
Counselors’ time is calendared among the four Counselors’ time is calendared among the four components of the comprehensive school components of the comprehensive school counseling program.counseling program.
Parents are involved and the community helps Parents are involved and the community helps deliver services.deliver services.
The curriculum is standards-based and The curriculum is standards-based and competency- driven. competency- driven.
National School CounselingNational School CounselingStandardsStandards
Personal/Social DomainPersonal/Social Domain
Students understand themselves and Students understand themselves and others.others.
Career DomainCareer Domain
Students engage in educational/career Students engage in educational/career planning.planning.
Academic DomainAcademic Domain
Students develop lifelong learning Students develop lifelong learning skills.skills.
Wisconsin Model Academic Standards for School Counseling
Wisconsin Model Academic Standards for School Counseling
School Counseling As a ProgramSchool Counseling As a ProgramComprehensive School Counseling Program
Frameworks StructuralComponents
Program Components
Resources
Standards
Benchmarks
Critical Knowledge(Competencies)
Definition
Assumptions
Rationale
School CounselingCurriculum
Structured GroupsClassroom Presentations
Individual PlanningAdvisementsAssessment
Transition Planning
Responsive ServicesIndividual Counseling
Group CounselingConsultation
Referral
Support ServicesManagement Activities
ConsultationCommunity Outreach
Public RelationsParent Involvement
Professional Development
Personnel
Facilities
Financial
Content ResourcesOrganizational
Structure, Activities and Time
4 Program Components4 Program Components
School Counseling CurriculumSchool Counseling Curriculum
Individual PlanningIndividual Planning
Responsive ServicesResponsive Services System SupportSystem Support
Pair and SharePair and Share
Estimate the percentage of time school Estimate the percentage of time school counselors spend on each of the four counselors spend on each of the four components at either the elementary, middle, components at either the elementary, middle, or high school level in your district. Share or high school level in your district. Share your estimate with a partner near you.your estimate with a partner near you.
CalendaringCalendaring
•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.
Elementary
15%
40%
10%
35%
High School
30%25%
30%15%
School Counseling School Counseling CurriculumCurriculum
Individual PlanningIndividual Planning
Responsive ServicesResponsive Services
System SupportSystem Support
School Counseling School Counseling CurriculumCurriculum
Individual PlanningIndividual Planning
Responsive ServicesResponsive Services
System SupportSystem Support
Middle School
15%
35% 20%
30%
Suggested Distribution of School Counselor Time
Suggested Distribution of School Counselor Time
Program Component:Program Component:School Counseling CurriculumSchool Counseling Curriculum
Provides school counseling content in a systematic way to all students K-12.
Provides school counseling content in a systematic way to all students K-12.
Purpose:
Student awareness, skill
development, and
application of skills
needed in everyday life
Purpose:
Student awareness, skill
development, and
application of skills
needed in everyday life
School Counseling School Counseling CurriculumCurriculum
CareerCareer
“ “All Work is Noble”All Work is Noble”
Personal/SocialPersonal/Social “ “ Character is Essential”Character is Essential”
AcademicAcademic
“ “Learning is Lifelong”Learning is Lifelong”
Curriculum TopicsCurriculum Topics
CAREERCAREER PERSONALPERSONALSOCIALSOCIAL
ACADEMICACADEMIC
Career AwarenessSelf-knowledge and Self-management
Goal Setting
Career
ExplorationCultural Competence Study Skills
Career Preparation and Planning
Communication SkillsAcademic Support
Career Management and Lifelong Learning
Character EducationTransition
Character education Character education
Anger management Anger management
Social skills Social skills
Conflict resolution Conflict resolution
Developmental assetsDevelopmental assets
Career explorationCareer exploration
Elementary SchoolElementary School
Curriculum: Curriculum: Through the Stages...Through the Stages...
35% School Counseling
Curriculum
10%40%
15%
Curriculum: Curriculum: through the stages...through the stages...
Identify career clustersIdentify career clusters Explore the relation between Explore the relation between
classes and career/career classes and career/career
preparationpreparation Research careers of interestResearch careers of interest Develop an individual learning planDevelop an individual learning plan Begin a career portfolioBegin a career portfolio
30%School
Counseling Curriculum20%
35%
15%
Middle SchoolMiddle School
Curriculum: Curriculum: through the stages...through the stages...
Develop cultural literacyDevelop cultural literacy
Explore careers and post-secondary Explore careers and post-secondary
training or education options training or education options
Identify learning styles and effective Identify learning styles and effective
study skillsstudy skills
Create a resumeCreate a resume
Generate a transition planGenerate a transition plan
10%School
Counseling Curriculum35%
20%
35%
High SchoolHigh School
Program Component: Program Component: Individual PlanningIndividual Planning
Assists students in planning, monitoring, and managing
their personal and career development.
Assists students in planning, monitoring, and managing
their personal and career development.
Purpose:
Student educational
and career planning,
decision making, and
goal setting
Purpose:
Student educational
and career planning,
decision making, and
goal setting
Individual PlanningIndividual Planning
AssessmentAssessment
AdvisementAdvisement
Transition PlanningTransition Planning
AccommodationsAccommodations
Individual PlanningIndividual Planning
Student, parent,Student, parent,and counselorand counselorconferencing…conferencing…““putting the pieces together.”putting the pieces together.”
Individual PlanningIndividual Planning
Accommodation PlansAccommodation Plans
Home/School PlansHome/School Plans
Behavioral ContractsBehavioral Contracts
Transition PlansTransition Plans
35%
10%
Individual
Planning
40%
15%
Elementary SchoolElementary School
Hopes and dreamsHopes and dreams Individual Learning PlanIndividual Learning Plan Co-curricular, extra-Co-curricular, extra-
curricular, volunteer and curricular, volunteer and
community involvementcommunity involvement
Student Education Student Education Career Planning Career Planning ConferenceConference
Middle SchoolMiddle School
15%
20% IndividualPlanning
30%35%
Review portfolio Review portfolio
Review transcriptReview transcript
Review class schedule and Review class schedule and
attendanceattendance
Review post-secondary and Review post-secondary and
funding optionsfunding options
Multiple Intelligences
Career Booklets
Learning Styles
PLAN Test
PSAT/ASVAB
Individual Learning Plan
Student Education Student Education Career Planning Career Planning ConferenceConference
High SchoolHigh School
10%
35%IndividualPlanning
20%
35%
Program Component: Program Component: Responsive ServicesResponsive Services
Addresses the immediate concerns of students.Addresses the immediate concerns of students.
Purpose:
Prevention and Intervention
Purpose:
Prevention and Intervention
Responsive ServicesResponsive Services
Individual Counseling SessionsIndividual Counseling Sessions
Support Group FacilitationSupport Group Facilitation
Crisis ResponseCrisis Response
Coordination, referral and outreach with Coordination, referral and outreach with
community agenciescommunity agencies
Responsive ServicesResponsive Services
High SchoolHigh School
Time Allocation
Time Allocation
Middle SchoolMiddle School
15%
30%
20%
35%Responsive
ServicesElementary SchoolElementary School
40%Responsive
Services
15%
10%
35%
15%
25%
30%Responsive
Services
30%
Issues that CounselorsIssues that CounselorsRespond toRespond to
DivorceDivorce
LossLoss
SuicideSuicide
Drug/AlcoholDrug/AlcoholUse or AbuseUse or Abuse
CopingCoping
Family IssuesFamily Issues
DepressionDepression
AbuseAbuse
Program Component: Program Component: System SupportSystem Support
Includes program support activities.Includes program support activities.
Purpose:
Program delivery
and support
Purpose:
Program delivery
and support
System SupportSystem Support
Public RelationsPublic Relations
Community and Parent InvolvementCommunity and Parent Involvement
Staff DevelopmentStaff Development
Professional DevelopmentProfessional Development
Information Management ServicesInformation Management Services
40%
15%SystemSupport
10%
35%
20%
35%30%
10%SystemSupport
25%
30%
30%
15%SystemSupport
Time AllocationTime Allocation
System SupportSystem Support
High SchoolHigh School
Middle SchoolMiddle School
Elementary SchoolElementary School
Delivered By AllDelivered By All Counselor’s RoleCounselor’s Role: : To lead, facilitate, and provide direct To lead, facilitate, and provide direct
services.services.
Others’ RolesOthers’ Roles: : Other pupil services professionals may Other pupil services professionals may
provide services; teachers may deliver curriculum; provide services; teachers may deliver curriculum;
community partners may provide advisement and/or community partners may provide advisement and/or
resources.resources.
Delivered By All for AllDelivered By All for All
Local SchoolAdministratorsLocal School
Administrators
School To Work Coordinators
School To Work Coordinators
Post Secondary
Personnel
Post Secondary
PersonnelCommunity/
SchoolLiaison
Community/SchoolLiaison
EmployersEmployers
Classroom Teachers
Support Staff
Classroom Teachers
Support Staff
Community VolunteersCommunity Volunteers
School Counselors
School Counselors
Pupil Services
Personnel
Pupil Services
Personnel
In SummaryIn SummaryA fully implemented comprehensive school counseling program includes:A fully implemented comprehensive school counseling program includes:
A program orientation vs. a position orientation.A program orientation vs. a position orientation.
4 Components: School Counseling Curriculum, Individual 4 Components: School Counseling Curriculum, Individual
Planning, Responsive Services, and System Support.Planning, Responsive Services, and System Support.
Standards-based.Standards-based.
A student development focus.A student development focus.
Delivery Delivery byby all all forfor all. all.
Community owned and supported.Community owned and supported.