Title: School Counselor will
1School Counselor will
SOARING
- Virginia Department of Education
2Trends in Education in Virginia and Nationally
- Education Reform Movement
- SOL Movement or NCLB
- Accountability
- Standard-based Movement
- Achievement gap equity and access
- Improving School Safety
- Performance, not entitlement
- Students and educators
3Where Are School Counselors Going Nationally
and Locally..
- A Model for Comprehensive School Counseling
Programs that connects school counseling with the
current educational reform movement that
emphasizes student achievement and success.
4What would a good sailor do when the direction of
the wind changes?
5A Good Sailor adjusts his sails
6For School Counselors
- The direction of the wind has changed
7What is the Wind?
8Paradigm Shift
- From
- Measure what school counselors do process
and services delivered
- To
- Focusing and measuring the results of what
school counselors do
9School Counseling Programs Are About Results.
10The old question was..What do school
counselors do?The new question is.How
are students different as a result of the school
counseling program?
11What is S.O.A.R.I.N.G.?
- An accountability system that will allow school
counselors to show the results of their school
counseling program on students achievement,
behavior, and attendance.
12Why are we S.O.A.R.I.N.G.?
- Focus on school counseling programs
- Provide consistent counseling curriculum
throughout the Commonwealth - Document the school counseling programs impact
on student achievement - Place counselors in the accountability arena
- Speak the language of superintendents and
principals - Data Drives Decisions
13S.O.A.R.I.N.G. means
- S Standards
- O Objectives
- A Assessments
- R Results
- I Impact
- N Network
- G Guide
14S Standards
- The Standards for School Counseling Programs will
be the foundation of the guidance curriculum - Consist of Three Domains
- Academic, Career, and Personal/Social
- Three level elementary, middle, and high
15Standards for School Counseling Programs in
Virginia Public Schools
- Approved by Board of Education on January 7, 2004
- List competencies that students should have upon
completing the school counseling program - Standards provide a framework, but may not
address all areas. - Standards can be expanded to meet a school
divisions needs - Standards will not be tested
16O Objective
- What is the goal or objective for the students,
program, lesson, or activity - Connect with the schools mission
- Connect with the critical needs in the school
- Where are the gaps?
17A Assessment
- What data instrument will school counselors use
to determine the impact of this program? - Pre-post tests students perceptions
- Discipline referrals
- Grades
- SOL test scores
- Attendance rates
- What data can school counselors use that is
already being collected?
18Possible Data Elements
- Free/Reduced Lunch Students
- Gender
- Ethnicity
- Socio-Economic Status
- Participation in Support Services e.g. Tutoring,
Mentoring - Attendance
- Mobility
- Discipline Referrals
- English as a Second Language
- Grades
- Standardized Test Scores
- High School Graduation Rates
- Retentions
- Enrollment In Honors, AP, IB, College Level
Courses - Enrollment In General, Remedial Courses.
- Special Education Screening Placement
- Postsecondary Enrollment
- GPA
19R Results
- The results obtained from the school counseling
program assessment. - Use descriptive terms
- Percentages
- Percentage of Change
- Data over time
- Results are displayed in reports
- Using graphs and charts to show results
20I Impact
- Writing an impact statement that describes the
effects of the school counselor program. - This will show how the school counseling program
has (or has not) positively impacted - Students
- achievement
- attendance
- behavior
- School
- Parents
21N Network
- Communicating the results of the school
counseling program with stakeholders - Superintendent
- Principals
- Parents
- Teachers
- Develop communication tools
- Brochures
- Reports
- Presentations for faculty and school board
22G Guide
- Using the data to determine if the program caused
students to grow or does a gap still exist? - Was the program successful?
- What worked?
- What did not work?
- How should the program be revised?
- Use the data to drive the development of the
program in the future
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26SOARING helps the school counselor to answer the
questions
- What did the school counselor do?
- What did the school counselor do this year?
27End of Year SOARING Report
- 67 increase in kindergarten students knowledge
of expectations at school - 100 of the 8th graders registered for high
school courses - 78 increase in 8th graders knowledge of diploma
requirements - 50 decrease in suspension
- 87 increase in conflict mediation cases
- 80 increase in trained peer mediators
This is how students are different as a result
of the School Counseling Program
28First Step
- Pick a domain Academic, Career, or Personal/
Social - List all guidance and counseling programs for the
entire school year - Activities
- Workshops
- guidance lessons (group and classroom)
- in-services
- parent workshops
- special activities
29 Curriculum Crosswalk Tool Activity
Sheet School ______________________ Domain
__________________________
30Second Step
- Crosswalk the standards with the current school
counseling program - Determining which programs address the specific
standards - Some programs may address more than one standard
- Determining the programs strengths and
weaknesses - Strong program in Academic Domain
- several guidance lessons or workshops
- Weak in Career Domain
- many standards not addressed with activities or
programs
31VIRGINIA DEPARTMENT OF EDUCATION SCHOOL
COUNSELING CURRICULUM CROSSWALK TOOL
32Third Step
- Revising school counseling program by aligning it
with the Standards - Starting with one domain Academic, Career,
Personal/Social - Developing teams of counselors to align the
curriculum - Division K-12
- Your Specific School
- Picking one activity and complete SOARING
33Remember.
- The key to running a
- successful marathon is
- to take one
- step at a time