The Wisconsin Comprehensive School Counseling Model

1
The Wisconsin Comprehensive School Counseling
Model

• A Resource and Planning Guide

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WSCA Conference 2008

• Gary L. Spear, Ed.S
• Consultant - School Counseling Programs
• WI Department of Public Instruction
• P.O. Box 7841
• Madison, WI 53707-7841
• ph 608-266-2820
• fax [phone]
• gary.spear_at_dpi.state.wi.us
• http//www.dpi.state.wi.us/dpi/dlsea/sspw/counsl1.
  html

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New WCSCM

• ASCA National Model
• National Career Development Guidelines
• The Educational Trust Transforming School
  Counseling Initiative
• National Consortium for State Guidance
  Leadership
• WDGM

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WCSCM Relevance

• Carl Perkins IV
• Wisconsin Covenant
• American Diploma Project
• Partnership for 21st Century Skills
• State Superintendents High School Task Force
  Report High School Redesign
• ESEA / NCLB
• IDEA / WI State Performance Plan / State
  Personnel Development
• New Wisconsin Promise
• Standard e school counseling program mandatory
• Standard L careers instruction grades 5-8
  mandatory

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WCSCM Rationale

• A comprehensive school counseling program is an
  integral component of the schools 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 and relevant 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

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WCSCM Philosophy

• The Wisconsin Comprehensive School Counseling
  Model, when fully implemented will provide
• A school counseling program that reaches the
  needs of all students
• A programmatic approach to school counseling
  services that includes a
• student and systems focus
• Accountability for school counseling programs
  through data-driven decision making
• Calendared time to ensure that the delivery
  components of the school
• counseling program are appropriately
  implemented, including school
• counseling curriculum, individual student
  planning, responsive services,
• and system support
• Identification and achievement of student
  standards through the school counseling program

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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,
  individual learning plans
• System Support professional development,
  consultation, collaboration, program management

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WCSCM Time
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WCSCM Model Academic Standards

• Content Standards
• Core Performance Standards
• Benchmarks 4, 8, 12
• Content Standard HH. Students understand the
  relationship between educational achievement and
  career development.
• Core Performance 1H.1 Attain educational
  achievement and performance levels needed to
  reach personal and career goals
• Benchmark 4.1.1H.4.1.1 Learn to work together
  in a classroom setting
• Ex. A.4.3.1, D.8.2.1, I.12.1.1

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WCSCM Conferences

• Conferencing is a process that involves
  activities planned and directed by school
  counselors that assists students in planning,
  monitoring, and managing their own learning, as
  well as, their personal and career development.
  Through these activities, students are encouraged
  and given opportunities to set and evaluate their
  educational and career goals and develop their
  Individual Learning Plan that will help them
  achieve their educational, career and life goals.

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Conference Benefits

• Students take responsibility for their future
• Students and parents gain insight into students
  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

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Individual Learning Plan

• 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.

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Individual Learning Plan

• ILPs meet benchmarks within the Model Academic
  Standards for school counseling
• ILPs take into account what happens to students
  outside the walls of the school building
• ILPs can provide a process and product for
  students to use that opens them up to unique
  educational and career opportunities

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Sample ILP Benchmarks Gr 8

• B.1 Apply the skills necessary to improve
  learning and make successful academic transitions
• B.8.1.2 Apply critical thinking skills for making
  successful academic transitions
• E.1 Apply self-knowledge in the decision-making
  or goal-setting process
• E.8.1.1 Develop an action plan to achieve short-
  and long-term goals
• H.1 Attain educational achievement and
  performance levels needed to reach personal and
  career goals
• H.8.1.5 Develop an individual learning plan to
  enhance educational achievement and attain career
  goals

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Accountability

• Data can provide feedback on what is working
• Data can pinpoint gaps or areas where change is
  needed
• Data can help evaluate program effectiveness and
  keep the focus on student outcomes and
  achievement
• Data gives the ability to respond accurately to
  accountability questions
• Data can build an environment of continuous
  improvement
• Data ensures every student will benefit from the
  school counseling program

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Evaluate Three Levels

• Student Outcomes
• Program Implementation
• School Counselor

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Student Outcomes

• Data Types
• Process data
• What was done for whom
• Who, what, when, how
• Perception data
• How are students different as a result of
  intervention
• Attitudes, beliefs, knowledge, opinions
• Results data
• Proof that intervention has or has not influences
  behavior
• Academic achievement, attendance, behaviors,
  graduation
• School Improvement data

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Student Outcomes

• Results Reporting
• How are the students different
• Was the program successful
• What worked and what did NOT work
• Were the standards addressed
• Was every student served
• How will the program change
• What decisions can be made based on data
• Educate others on program impact

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Program Implementation

• Provides evidence of alignment to Wisconsin
  Comprehensive School Counseling Model and ASCA
  Model
• Provides direction in future planning within the
  program
• Provides baseline for improving future results
  with students

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School Counselor

• School counselor self-evaluation
• What will be different this year because of me
• Advocate, change, lead
• Evaluation form and process unique to school
  counseling and/or pupil services professionals
• Collaboratively design an evaluation
  document/tool that meets local needs and policies
• Evaluation should be related to management
  agreement
• Evaluation should include ratings and comments
  within the context of the program and its results

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Summer Training 2008

• June 16 Level I II - _at_ Rice Lake, WITC Campus
• June 23 Level I - _at_ Green Bay, CESA 7
• June 23 Level I - _at_ Sally Ride Academy, West
  Allis
• July 14 Level I - _at_ West Salem, CESA 4
• July 21 Level II III - _at_ Rice Lake, WITC
  Campus
• July 28 Level II - _at_ Fennimore, CESA 3
• July 28 Level II - _at_ West Salem, CESA 4
• August 4 Level I II - _at_ Rhinelander, Nicolet
  Area Technical College
• August 11 Level I _at_ Chippewa Falls, CESA 10