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Page 1: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

The Wisconsin Comprehensive School Counseling Model (WCSCM)

Helping School Counselors Serve ALL Students

Gregg C. Curtis, PhDSchool Counseling Consultant

Student Services/Prevention & Wellness TeamWisconsin DPI

(Based on the previous work of Gary Spear)

Page 2: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Looking Back: The Wisconsin Developmental Guidance Model - WDGM (1997-2007)

Based Upon 9 Student Competencies: connecting family, school, and work solve problems understand diversity, inclusiveness, and fairness work in groups manage conflicts integrate growth and development direct change make decisions set and achieve goals

Page 3: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Looking Ahead: The WCSCM

Incorporates “the best” of: the ASCA National Model National Consortium for State

Guidance Leadership The Educational Trust: Transforming

School Counseling Initiative National Career Development

Guidelines National Occupational Information

Coordinating Committee WDGM

Page 4: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Program Implementation

How do I make the change? Building the Foundation Planning the Program Establishing Priorities Designing the Program Preparing for Implementation Evaluating the Program

Page 5: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Program Implementation

Transition from a position approach to a program focus

Program of:BY ALL . . .FOR ALL

A program that encourages and promotes academic, career, and personal/social development for ALL students

A program with the goals of academic, personal/social, and career success for ALL students

Page 6: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

WCSCM: . . .FOR ALL

The fundamental goals of comprehensive school counseling are twofold:1. provide for student achievement and

success;

2. increase the options that students perceive for themselves

Page 7: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

FROM “Position”: TO “Program”:

Emphasizes at-risk students

Crisis-driven reactions Use of time =

Counselor “on call” approach

Delivered only by counselors

Counseling staff owned

Includes all students Balance of Curriculum-

driven prevention & interventions

Calendared time Collaborative effort

between counselor, faculty, parents, and community

Community owned and supported

Page 8: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Calendar and TimeWisconsin Comprehensive School Counseling Model

Suggested Program Percentages Ranges

Percentage Rate

Elementary Middle High Delivery System Components School School School School Counseling Curriculum 35-45% 25-35% 15-25%

Individual Student Planning 5-10% 15-25% 35-50%

Responsive Services 30-40% 30-40% 25-35%

System Support 10-15% 10-15% 10-15%

TOTAL 100% 100% 100%

Page 9: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

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

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

Page 10: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

WCSCM Academic Standards Content Standards (A - I)

Standards A, B, & C = Academic Development Standards D, E, & F = Personal/Social Development Standards G, H, & I = Career Development

Core Performance Standards (Grades 4, 8, 12)

Grade Specific Benchmark Examples: A.4.3.1, D.8.3.1, I.12.3.1

Content Standard Grade Level & Core Performance Standard Grade Level Benchmark

Page 11: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Standard H = 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.

Grade Level - H.8.1.5: Develop an individual learning plan to enhance educational achievement and attain career goals.

Page 12: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

WCSCM Academic Standards

Standard H Students understand the relationship between educational achievement and career development

Content Standard

By the end of grade 4 students will:

By the end of grade 8 students will:

By the end of grade 12 students will:

Core Performance Standard

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

Benchmarks

H.4.1.1 Learn to work together in a classroom setting

H.8.1.5 Develop an individual learning plan to enhance educational achievement and attain career goals.

H.12.1.1 Review and revise an individual learning plan to enhance educational achievement and attain career goals.

Page 13: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Model Academic Standards – 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

Page 14: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Model Academic Standards – Three Domains (Cont.)

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.

Page 15: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Model Academic Standards – Three Domains (Cont.)

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.

Page 16: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Individual Learning Plan

Students will: engage in the process of evaluating their interests,

skills, and values; 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;

propose career options and set goals create an Individual Learning Plan to reach those

goals

Page 17: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

ILP Core Components

Collaboratively Developed Curricular Domains Addressed

Academic Career Personal/Social

Intentional Sequence of Study = Graduation Provides Opportunities for Self/Career

Exploration Includes Extracurricular/Off-campus Experiences Is Reviewed and Maintained Regularly Portfolio / ePortfolio

Page 18: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Student ILP Contents

Include:INTENTIONAL COURSE INTENTIONAL COURSE SEQUENCESEQUENCE

STUDENT CLASSIFICATION STUDENT CLASSIFICATION

STUDENT GRADUATION STUDENT GRADUATION ELIGIBILITY ELIGIBILITY

COURSE OFFERINGS COURSE OFFERINGS

ACTIVITY ELIGIBILITY ACTIVITY ELIGIBILITY COURSE DESCRIPTIONS COURSE DESCRIPTIONS

SCHEDULE CHANGES SCHEDULE CHANGES HONORS/AP/DUAL CREDIT OR HONORS/AP/DUAL CREDIT OR ARTICULATED COURSES ARTICULATED COURSES

ADVISORY/DELIVERY SYSTEMADVISORY/DELIVERY SYSTEM INDEPENDENT STUDY COURSES INDEPENDENT STUDY COURSES

GRADE POINT AVERAGES GRADE POINT AVERAGES EXPLORE-PLAN-ACT-WORKKEYSEXPLORE-PLAN-ACT-WORKKEYS

CAREER EXPLORATION CAREER EXPLORATION SUMMER SCHOOL EXPERIENCESUMMER SCHOOL EXPERIENCE

WORK TO LEARN EXPERIENCEWORK TO LEARN EXPERIENCE AREA TECHNICAL SCHOOL AREA TECHNICAL SCHOOL PROGRAMS PROGRAMS

EXTRACURRICULAR ACTIVITIESEXTRACURRICULAR ACTIVITIES PHYSICAL/MENTAL WELLNESS PHYSICAL/MENTAL WELLNESS PLANPLAN

Page 19: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Individual Learning Plan

ILPs use technology to enhance access, provide tools, and supply organizational templates.

ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Standards.

ILPs take into account what happens to students outside the walls of the school building.

ILPs provide both process and product for students to use. These combine to open unique educational and career opportunities.

Page 20: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Individual Learning Plans

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.

Page 21: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Conferencing is a process that: involves activities planned and directed by school

counselors facilitates communication between students,

parents, and the school assists students in planning, monitoring, and

managing their own learning, as well as their personal and career development

encourages students to be engaged in their education

provides opportunities to set and evaluate educational, career, and life goals

Ed/Career Planning Conferences:

The Process…

Page 22: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

The WCSCM’s defined mission for Educational/Career Planning Conferences is to:

Require the school counselor(s) to provide curricular opportunities for all students in the areas of academic, personal/social and career development.

Impact all students in the most effective manner concerning the importance of career decision making and planning for life after high school.

Involve the school (student and counselor(s)), parents, and the community (business and industry) in the conferencing process and activities.

Ed/Career Planning Conferences:

The Mission…

Page 23: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Ed/Career Planning Conferences:

The Elements…

Common elements of an effective conferencing process include: School Counseling Curriculum Individual Assessment Materials Student Individual Learning Plans Resources and Options Framework

Page 24: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

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

Ed/Career Planning Conferences:

The Benefits…

Page 25: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Impact of WCSCM

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.

Page 26: The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL Students Gregg C. Curtis, PhD School Counseling Consultant.

Accountability/Evaluation

Program Audit Counselor Performance Program Evaluation

Student Progress

Advisory Committee

For more detailed information on Accountability, see Powerpoint presentation dedicated to this topic