Business? Ice-Breaker: Lecture

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• Business?
• Ice-Breaker
• Lecture

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Kick off ASCA National Model

• http//www.youtube.com/watch?vUS4FvVgV0y4feature
  related

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The Role of The School Counselor

• Address all students
• Academic
• personal/social
• Career development needs
• Design, implement, evaluate and enhance a
  comprehensive school counseling program that
  promotes and enhances student success.
• Serve a vital role in maximizing student success
• (Lapan, Gysbers, Kayson, 2007 Stone Dahir,
  2006).

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The Role of The School Counselor Continued

• Leadership
• Advocacy
• Collaboration

Promote equity and access to rigorous
educational experiences for all students
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ASCA National Model
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Foundation  

• Like any solid structure, a school counseling
  program is built on a strong foundation. Based on
  the schools goals for student achievement, what
  every student should know and should be able to
  do, the foundation determines how every student
  will benefit from the school counseling program.

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ASCA National Model Foundation

• Beliefs and Philosophy
• The philosophy is a set of principles guiding the
  program development, implementation and
  evaluation.
• All personnel involved in managing and
  implementing the program should reach
  consensus on each belief or guiding
  principal contained in the philosophy.

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Sample (Wakefield High School, Raleigh, N.C.)

• The professional school counselors believe
• All students can learn and should be given the
  opportunity to do so. All students have dignity
  and worth and have a right to a safe, mutually
  respectful, healthy and orderly learning
  environment. Learning involves the education of
  the whole person and is a continuous lifelong
  process. All students have the right to
  participate in the school counseling program.
  Learning requires the active participation,
  mutual respect and individual accountability of
  students, teachers, staff, parents and community
  members.
•  Diversity is to be respected and appreciated
  as we foster unity among our students, faculty,
  staff and community.

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Sample (Wakefield High School, Raleigh, N.C.)

• The school counseling program should Be
  student-centered. The program will be based on
  specified goals and developmental student
  competencies for all students. Include
  education that extends beyond the classroom
  environment and allows students to develop
  lifelong skills that can assist them in the
  pursuit of their life goals. Consider all
  students ethnic, cultural, racial, sexual
  orientation and special needs when planning and
  implementing the school counseling program. Be
  data-driven. Data will be used in assessing the
  needs and effectiveness of the school counseling
  program and will drive future program development
  and evaluation.

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Sample (Wakefield High School, Raleigh, N.C.)

• All school counselors Will be full-time
  employees who hold state certification and have
  obtained a masters degree in school counseling
  and who will deliver the school counseling
  program as outlined in the Standard Course of
  Study. Will abide by the professional school
  counseling ethics as advocated by the American
  School Counselor Association. Will participate
  in professional development essential to
  maintaining a high-quality school counseling
  program.

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ASCA National Model Foundation

• Mission 
• A mission statement describes the programs
  purpose and goals.
• aligns with and is a subset of the school and
  districts mission.

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Sample (Wakefield High School, Raleigh, N.C.)

• The Counseling Student Services Department will
  provide a comprehensive developmental school
  counseling program addressing the academic,
  career and personal/social development of all
  students. School counselors, as part of the
  Wakefield High School learning community, will
  facilitate the support system so all students
  have access to the tools enabling them to become
  responsible and productive citizens, who can
  effectively manage future challenges and who can
  progress confidently into an ever-changing
  society.

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ASCA National Model Delivery Systems

• Based on the core beliefs, philosophies and
  missions identified in the foundation, the
  delivery system describes the
• Activities
• Interactions
• Methods

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How to deliver the delivery system

• Guidance Curriculum
• Individual Student Planning
• Responsive Services
• Systems Support

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ASCA National Model Delivery Systems

• Guidance Curriculum
• The guidance curriculum consists of
  structured developmental lessons designed
  to assist students in achieving the
  desired competencies and to provide all students
  with the knowledge and skills appropriate for
  their developmental level.
• The guidance curriculum is infused throughout the
  schools overall curriculum and is
  presented systematically through K-12
  classroom and group activities.

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ASCA National Model Delivery Systems

• Individual Student Planning
• School counselors coordinate ongoing systematic
  activities designed to assist students
  individually in establishing personal goals and
  developing future plans.

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ASCA National Model Delivery Systems

• Responsive Services
• Responsive services, which are the
  traditional duties of a school counselor, consist
  of activities meeting individual students
  immediate needs, usually necessitated by life
  events or situations and conditions in the
  students lives. 
• These needs require counseling, consultation,
  referral, peer mediation, or information.

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ASCA National Model Delivery Systems

• Systems Support
• School counseling programs requires
  administration and management to
• Establish
• Maintain
• Enhance
• the total counseling program.

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Management

• Intertwined with the delivery system is the
  management system.
• Incorporates organizational processes and tools
  to ensure the program is
• Organized
• Concrete
• Clearly delineated 
• and reflective of the
• schools needs. 

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ASCA National Model Management

• Management Agreements 
• Ensure effective implementation of the delivery
  system to meet students needs.
• Organized (how) and what will be accomplished.
• Negotiated with and approved by
  designated administrators at the beginning
  of each school year.

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ASCA National Model Management

• Advisory Council
• A group of people appointed to review counseling
  program results and to make recommendations. 
• Students
• Parents
• Teachers
• School counselors
• Administration
• Community members

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ASCA National Model Management

• Use of Data
• Integral to ensuring every student receives the
  benefits of the school counseling program.
• Shows how each activity implemented as part of
  the program was developed from a careful analysis
  of students' needs, achievement and/or related
  data. 

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ASCA National Model Management

• Process data
• Process data answers the question, "What did you
  do for whom?
• Provide evidence that an event occurred.
• Examples of process data include
• held six five-session counseling groups with
  eight students each on anger management
• 250 parents/guardians attended an evening career
  event
• all high school students were seen individually
  to prepare an academic plan.

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ASCA National Model Management

• Perception data
• Perception data answer the question, "What do
  people think they know, believe, or can do?
• Measures what students and others observe or
  perceive, knowledge gained, attitudes and beliefs
  held and competencies achieved.
• Examples of perception data include
• 100 of students in grades 9-12 have completed
  an academic plan
• 92 of students can identify the early warning
  signs of violence
• 70 of eighth-grade students understand the
  relationship between academics and careers

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ASCA National Model Management

• Results data
• Answers the "so what" question.
• The impact of an activity or program is document
  through results data.
• Show that your program has had a positive impact
  on students' ability to utilize their knowledge,
  attitudes, and skills to effect behavior change.
• Examples include
• Graduation rates improved by 14
• Attendance improved among seventh-grade males by
  49
• Discipline referrals decreased by 30 for the
  school year 2009-2010 

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ASCA National Model Management

• Action Plans
• For every desired competency and result, there
  must be a plan outlining how the desired result
  will be achieved.
• Each plan contains  
• competencies addressed
• description of the activity
• data driving the decision to address the
  competency
• timeline in which activity is to be completed
• who is responsible for the delivery
• means of evaluating student success
• expected results for students 
• Guidance Curriculum Action Plan (Elementary)

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ASCA National Model Management

• Use of Time
• Recommended school counselors spend 80 of their
  time in direct service (contact) with students.
• Determine the amount of time (negotiated with the
  administration) to devote to each of the four
  components of the delivery system.
• Duties need to be limited to program delivery and
  direct counseling services, and non-counseling
  activities need to be reassigned whenever
  possible.  

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ASCA National Model Management

• Use of Calendars
• Determine the amount of time necessary in each
  area of the delivery system
• Develop weekly calendars to keep students,
  parents, teachers, and administrators informed.
• This assists in planning and ensures active
  participation by stakeholders in the program. 
• http//ascamodel.timberlakepublishing.com/files/We
  eklycalendar.pdf
• http//ascamodel.timberlakepublishing.com/files/Mo
  nthlyelem.pdf
• http//ascamodel.timberlakepublishing.com/files/Ye
  arlycalendar.pdf

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ASCA National Model Accountability  

• School counselors and administrators are
  increasingly challenged to demonstrate the
  effectiveness of the school counseling program in
  measurable terms.
• To evaluate the program and to hold it
  accountable, school counselors needs to collect
  and use data that link the program to student
  achievement.

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ASCA National Model Accountability  

• Results Reports
• Include process, perception and results data,
  ensure programs are carried out, analyzed for
  effectiveness and modified as needed.
• Sharing these reports with stakeholders serves
  to advocate for the students and the program.
• Immediate, intermediate, and long-range results
  are collected and analyzed for program
  improvement.
• http//ascamodel.timberlakepublishing.com/files/Be
  haviorresults.pdf

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ASCA National Model Accountability  

• School Counselor Performance Standards
• Basic standards of practice expected of school
  counselors implementing a school counseling
  program.
• Serve as both a basis for counselor
  evaluation and as a means for counselor
  self-evaluation.
• http//ascamodel.timberlakepublishing.com/files/SC
  Competencies.pdf

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ASCA National Model Accountability  

• Program Audit
• The primary purpose for collecting information is
  to guide future action within the program and to
  improve future results for students.
• http//www.ascanationalmodel.org/files/Program20a
  udit.pdf

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Poster presentation

• An effective poster operates on multiple levels
  ... source of information conversation starter
  advertisement of your work summary of your work .

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• http//www.youtube.com/watch?vCFiWW73Qu2QNR1

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An effective poster is ...

• Focused on a single message.
• Graphic Lets graphs and images tell the story
  uses text sparingly.
• a different, visual grammar

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• Guides the viewer by using a visual logic
• hierarchical structure that emphasizes the main
  points.
• Visible from 4 feet away.
• Displays the essential content
• the messages - in the title
• main headings
• graphics
• Indicates the relative importance of elements
  graphically
• Each main point is stated in large type-face
  headings
• Details are subordinated visually, using smaller
  type-face.
• Main headings explain the points

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Your goal is to.

• Convey a clear message and support it with a
  compelling combination of images and short blocks
  of text.
• Know your message!
• What is the one thing you want your audience to
  learn?

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Focus on your message throughout the poster

• If it doesn't reinforce your message, leave it
  out!!
• Simple messages are more memorable. Details
  detract from the main point Can be supplied in
• Edit ruthlessly!
• Simplify.

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• You want people to remember you and your work!
• Bring copies of a handout for your readers.
• Miniature version of your poster and more
  detailed information about your work, in an
  illustrated narrative form.
• 11x17-inch sheet of paper, folded in half. This
  allows three pages of information, in addition to
  the miniature of your poster.
• Consider leaving a pen and pad inviting comments
  from viewers.

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Use Your Poster As A Visual Aid

• Don't read it!
• Prepare 0.5-, 2-, 5- minute tours of your
  poster.
• Ending clip
• http//www.youtube.com/watch?vwXILI9Q1jIw