ASCA Ethical Standards

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ASCA Ethical Standards

• E. Responsibilities to Self
• E.2. Diversity
• The professional school counselor
• a. Affirms the diversity of students, staff and
  families.
• b. Expands and develops awareness of his/her own
  attitudes and beliefs affecting cultural values
  and biases and strives to attain cultural
  competence.
• c. Possesses knowledge and understanding about
  how oppression, racism, discrimination and
  stereotyping affects her/him personally and
  professionally.
• d. Acquires educational, consultation and
  training experiences to improve awareness,
  knowledge, skills and effectiveness in working
  with diverse populations ethnic/racial status,
  age, economic status, special needs, ESL or ELL,
  immigration status, sexual orientation, gender,
  gender identity/expression, family type,
  religious/spiritual identity and appearance.

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Traditional vs. Comprehensive Guidance Program

• Comprehensive
• Proactive
• Prevention
• Structured
• Individual, group classroom
• What students learn
• All students

• Traditional
• Reactive
• Remediation
• Unstructured
• Individual Counseling
• What counselors do
• Some students

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What Is The Difference Between Now And The
Future?
New Vision Role Descriptors 1.
Leadership 2. Advocacy 3. Teaming
Collaboration 4. Counseling Coordination 5.
Assessment Use of Data
Traditional Role Descriptors 1. Counseling 2.
Consultation 3. Coordination
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School Counselors Taking Action
STOP
EQUITY STUDENT ACHIEVEMENT SYSTEMIC CHANGE
Yield
Leadership
Advocacy
Counseling
Use of Data
Teamwork And Collaboration
DO NOT ENTER
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Transformed School Counselors

• Work as leaders to promote access equity for
  all students
• Use data to change policy practice
• Design a collaborative school counseling program
  to help all students meet high academic standards
• Advocate for systemic change to ensure access,
  equity and success for all students
• Use results to drive next steps

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Where are School Counselors?
Key Players in School Reform
Connected to the Mission and Function of Schools
School Counselors!
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National Center for Transforming School
Counseling

• Work Ready,
• College Ready,
• Same Preparation

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Objective 3School Counseling
Programs CAN Connect to School Achievement Goals

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2005-06 Enrollment Data
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AP Course Enrollment (May 2006)
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Discipline Referrals (May 2006)
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Activity What is the School Counselors Role in
School Reform?
High Standards for All Students aligned with
Challenging Curriculum and Assessments
Ongoing Support for Teachers and Students
Increased Student Achievement
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How Can School Counselors Do This Work?

• Create data-driven school counseling programs
  aligned with the schools improvement plan to
  serve ALL students better
• Take a leadership role in schools to facilitate
  systemic change and boost student outcomes

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The old question was
What do counselors do?
The new question is
How has student achievement increased as a
result of what school counselors do?
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Data Driven Counseling Programs
Bully Proofing Program

• 70 Attendance Rate for Low SES

Tutoring
Mentoring Students
Individual Counseling
Small Group
Student Focused
Study Skills Group
Classroom Guidance
Behavior Management
Phone Contact
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Academic Results Interventions (6-8)
72 students avoided retention
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Data Driven Counseling Programs
Review School Structure

• 70 Attendance Rate for low SES

Advocate For Change
Lead Task Force
Student Focus Groups
Disaggregate Data By ???
System Focused
Review School Policies
Advocate for Task Force
Team With Parents Community
Review Practices
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Minority AP Enrollment in One Jefferson County
High School
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Academic Results Interventions (6-8)

• After Academic Counseling Groups
• 37 of 6th graders (64)
• 24 of 7th graders (47)
• 72 of 8th graders (46)
• Demonstrated GPA improvement

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Academic Achievement Student Focused
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Systemic Change Endeavors

• Relationships
• Algebra teachers other teachers
• Principal
• Union
• Work with adult resistance
• Review/assess current practices
• Review/assess current policies
• Review/assess educators attitudes, expectations,
  priorities

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Systemic Change Results

• Freshman Mentoring Program
• All 9th graders
• Change in practice
• Lunch hour
• Change in policies
• Fair-share contract revision
• School counselor lunch room supervision
• Change in educators attitudes, expectations,
  priorities
• Shared vision and responsibility

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School Counseling Connected to the Mission of the
School
Ask Hard Questions Participate on Improvement
Team Examine Policies and Practices Gather
Present Data
System Focused Activities
DATA
Classroom Guidance Small Group Interventions Indiv
idual Interventions Referral
Student Focused Activities
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Implications

• Purpose of the school counseling program?
• Desired outcomes or results?
• Strategies to achieve results?
• Evidence for meeting objectives?
• Is the program making a difference?

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Critical Administrative Support

• Thoughtfully examine how school counselor(s) are
  being used in the building
• Provide easy access to school data
• Collaborate with school counselor(s) to connect
  their work to school improvement efforts
• Make the school counselor(s) part of the
  leadership team

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• In a perfect world.
• Q A
• Franklin HS PowerPoint

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Transforming School Counseling to Ensure Student
Success

• The Education Trusts
• National Center for
• Transforming School Counseling
• Peggy Hines, Director Vicki
  Brooks-McNamara, Ph.D.
• The Education Trust Senior Consultant
  Western Region
  phines_at_edtrust.org
  vbmali_at_earthlink.net
• 812-345-0942 503-245-3406