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									Richard Lapan, Ph.D. and Norman Gysbers, Ph.D. - University of
Missouri at Columbia
Anne Cook, MA - Elementary School Counselor and President of
the Missouri School Counselor Association
Bragg Stanley, Ph.D. and John Robbins, MA - Guidance Directors
for the Missouri Department of Elementary and Secondary
Education
Improving School Counseling Programs and School
              Counselor Training

•   Present findings from a statewide study evaluating the impact for
    students when a comprehensive program is more fully
    implemented in their school building


•   Discuss how these findings, and evaluation results in general, can
    be used to enhance comprehensive programs across Missouri
    and in your school building


•   Learn from the unique and converging perspectives of a
    practicing school counselor, state guidance directors, and
    counselor educators on how we can use evaluation data to
    improve our efforts to better help all students
               Enhancing




Evaluating                 Planning




Implementing               Designing
                      Plan for the Session

•   Dr. Bragg Stanley (Director of Guidance for the state of Missouri)
    will present background and context for our statewide study

•   Dr. Richard Lapan will present the results from the study

•   Anne Cook, MA will discuss implications from the MSCA
    perspective

•   John Robbins, MA will discuss implications from the DESE
    perspective

•   Dr. Norman Gysbers will discuss implications from the Counselor
    Educator perspective

•   Leave time for open ended discussion and questions
                      Statewide Study



Stimulate your thinking about implementation by showing you:

1.   Data on the benefits to Missouri students when a
     comprehensive program is more fully implemented



2.   How school counselors in Missouri are spending their time



3.   Concerns about program implementation in middle schools,
     junior high schools, and high schools with large minority
     student enrollments
                  Part 1
What are the benefits for Missouri students when a
      comprehensive program is more fully
                 implemented?
    Statewide study: Do more fully implemented comprehensive
  guidance and counseling programs enhance student learning and
                          development?
                                           By
              Rich Lapan, Ph.D., Norm Gysbers, Ph.D., and Marc Kayson, MA
                           University of Missouri at Columbia




Program Implementation by                         Student Outcomes by Building
School Building
                                                  1. Increase test scores
Ratings by school                                 2. Increase attendance
counselors and school                             3. Reduce discipline
administrators of the extent                         problems
to which a comprehensive                          4. Increase graduation rates
program is being                                  5. Help schools meet the
implemented in their school                          Adequate Yearly Progress
building                                             requirements for NCLB
                Phase 1 of statewide study


• School counselors and school administrators complete an on-
  line survey about the level of implementation of the
  comprehensive counseling program in their school building
  during the 2004-2005 school year




• Student outcomes gathered from archival data collected by the
  Missouri Department of Elementary and Secondary Education.
  These are outcomes by school building for the 2004-2005
  school year
    Sample who completed the on-line survey in Phase 1


•   552 School Counselors

•   65 Directors of Guidance

•   131 School Principals

•   5 Vice Principals

•   3 Superintendents
        Directions for on-line survey and sample items


Using the 7-point scale below, please rate how accurate each statement is about
   the implementation of the Missouri Comprehensive Guidance Program in your
   school building during the past school year (2004-2005)

Not at all          Somewhat            Very                 Extremely
Accurate            Accurate            Accurate             Accurate
       1     2        3      4            5          6         7

In my school building, during the 2004-2005 school year……

School counselors provided classroom guidance curriculum activities for all students
   on a regular basis.
   7 Factors from on-line survey completed by school
         counselors and school administrators

• Factor 1 (Individual Planning) - aligning student schedules with
  their career goals, helping students create meaningful
  educational and career goals, assisting students to organize
  their course of study around a personally-valued career goal




Items: “The individual planning process aligned students’
       schedules with their career goals”

        “The individual planning process helped students create
        meaningful educational and career plans”
•   Factor 2 (Responsive Services) - work effectively with parents,
    administrators, teachers, and students to help students who are
    experiencing problems that interfere with their school success

Item:    “School counselors provided effective consultation with the
         parents/guardians of students who were experiencing problems
         that were interfering with their success in school”



•   Factor 3 (Relationships) - helping students to get along better with
    peers and teachers, helping students to feel cared for and that they
    belong in the school

Item:    “School counselors helped students get along better with their
         peers”
•   Factor 4 (Resource Allocation) - have the equipment, materials, budget,
    and funding for professional development activities to run the program

Item:    “District resource allocations for the guidance program included
         other needed equipment and materials”

•   Factor 5 (Evaluation) - using evaluation information and data to
    improve the program

Item:    “Guidance evaluation results were used to determine a plan of
         action for areas that need improvement”

•   Factor 6 (Guidance Curriculum) - present guidance/counseling
    curriculum in classrooms

Item:    “School counselors provided classroom guidance curriculum
         activities for all students on a regular basis”
•   Factor 7 (Written Program and Policies) - written philosophy, description of the
    program, and policies are aligned with the central academic mission of the
    school

Item:     “The guidance program overview included a written definition,
          philosophy, and relevant school board policies and procedures”




•   A more fully implemented program       =        Factor 1 + Factor 2 + Factor 3 +
                                                    Factor 4 + Factor 5 + Factor 6 +
                                                    Factor 7

A Total Score across all 7 factors becomes our independent variable (our predictor)
   of student outcomes related to the level of implementation of a comprehensive
   program in each school building
    Relationships between program implementation in high
           school and school building demographics
•    Student enrollment is not related to implementation (r = -.09). Comprehensive
     programs are occurring in both small and large schools.

•    The amount of money spent by districts per students’ Average Daily Attendance
     is not related to implementation (r = -.03). Comprehensive programs are
     occurring in districts that spend a little or a lot for each student to attend.

•    The percentage of students on free and reduced lunch is not related to
     implementation (r = -.04). Comprehensive programs are being implemented in
     schools that have few or a lot of students on free and reduced lunch.

•    The percentage of minority students in a building is related to implementation (r
     = -.22*). Implementation is more likely to happen in school buildings that have
     fewer minority students.

•    The counselor to student ratio in each building is not related to implementation (r
     = -.05). Counselors with large caseloads are as likely to try to implement a
     program as are counselors with smaller student caseloads.
    Relationships between program implementation in high
       school and student outcomes (ratings by school
                        counselors)
•    Students attending schools with more fully implemented programs have higher
     Mathematics and Communication Arts MAP scores (r = .22* and r = .23*)

•    Students attending schools with more fully implemented programs are more
     likely to graduate from high school (r = .20*)

•    Students are more likely to attend school if their building has a more fully
     implemented program ( r = .14*)

•    Fewer students have discipline problems (r = -.21), receive out of school
     suspensions (r = -.23*), and commit violent disciplinary offenses (r = -.25) if their
     school has a more fully implemented program

•    Overall program implementation (r = .15*) and Individual Planning (.24*) help
     high schools meet the AYP requirements of No Child Left Behind
    Relationships between program implementation in
      middle/junior high school and school building
                      demographics
•   Student enrollment is not related to implementation (r = -.09). Comprehensive
    programs are occurring in both small and large schools.

•   The amount of money spent by districts per students’ Average Daily Attendance
    is not related to implementation (r = -.11). Comprehensive programs are
    occurring in districts that spend a little or a lot for each student to attend.

•   The percentage of students on free and reduced lunch is not related to
    implementation (r = -.10). Comprehensive programs are being implemented in
    schools that have few or a lot of students on free and reduced lunch.

•   The percentage of minority students in a building is related to implementation (r
    = -.33*). Implementation is more likely to happen in school buildings that have
    fewer minority students.

•   The counselor to student ratio in each building is related to implementation (r = -
    .27). Counselors with large student caseloads are less likely to try to implement
    a program as are counselors with smaller student caseloads.
 Relationships between program implementation and
outcomes for middle school/junior high students (ratings
                by school counselors)
•   Students are much more likely to attend school if their building has a
    more fully implemented program (r = .41*)

•   Fewer students have serious discipline problems ( r = -.25*) and are not
    as likely to receive out of school suspensions if their school has a more
    fully implemented program

•   When school counselors carry out more non-guidance tasks (r = -.23*)
    a comprehensive program is less likely to be implemented in that
    school building
 Relationships between program implementation K12
and student outcomes (ratings by school administrators)

•   Students are more likely to attend school if their building has a more
    fully implemented program (r = .18*)

•   Fewer students have discipline problems (r = -.24) and are not as likely
    to receive out of school suspensions (r = -.25) if their school has a more
    fully implemented program

•   Overall program implementation helps K12 schools meet the AYP
    requirements of No Child Left Behind (r = .18*)
     After statistically controlling for between school building
    differences, does a more fully implemented program make a
    unique contribution in promoting critical student outcomes

                           Differences between schools
               (covariates used in hierarchical multiple regressions)

•    Schools differ in the money they spend for each student per average daily
     attendance
•    Schools differ in the enrollment size of their student population
•    Schools differ in the percentage of students who receive free and reduced
     lunch
•    Schools differ in the instructional quality and staffing patterns available to
     students (courses taught by highly qualified teachers, teacher to student
     ratios, student to classroom teacher ratios, student to school administrator
     ratios, students to school counselor ratios, teachers’ average salary,
     teachers’ years of experience, and the percentage of teachers with a MA
     degree)
Question: Do more fully implemented programs promote higher
         10th grade MAP test scores (Mathematics)?


             Variance in 10th Grade Mathematics MAP Scores




                                                             Total Variance - 100%
Do more fully implemented programs promote higher 10th grade MAP test
                        scores (Mathematics)?




                                                           Money Spent Per Child - 4%
                                                           Unexplained Variance - 96%
Do more fully implemented programs promote higher 10th grade MAP test
                        scores (Mathematics)?




                                                           Money Spent Per Child - 4%
                                                           Enrollment - 6%
                                                           Unexplained Variance - 90%
Do more fully implemented programs promote higher 10th grade MAP test
                        scores (Mathematics)?




                                                  Money Spent Per Child - 4%
                                                  Enrollment - 6%
                                                  Students on Free/Reduced Lunch - 30%
                                                  Unexplained Variance - 60%
Do more fully implemented programs promote higher 10th grade MAP test
                        scores (Mathematics)?




                                                  Money Spent Per Child - 4%

                                                  Enrollment - 6%

                                                  Students on Free/Reduced Lunch - 30%

                                                  Quality of Instruction and Staffing
                                                  Patterns - 4%
                                                  Unexplained Variance - 56%
Question: Do more fully implemented programs promote higher
         10th grade MAP test scores (Mathematics)?

                       Answer: Yes!




                                        Money Spent Per C hild - 4%

                                        Enrollment - 6%

                                        Students on Free/Reduced Lunch - 30%

                                        Quality of Instruction and Staffing
                                        Patterns - 4%
                                        A More Fully Implemented Program - 4%

                                        Unexplained Variance - 52%
Question: Do more fully implemented programs promote higher 11th grade
          MAP test scores (Communication Arts)? Answer: Yes!




                                                  Money Spent Per Child - 2%

                                                  Enrollment - 9%

                                                  Students on Free/Reduced Lunch - 19%

                                                  Quality of Instruction and Staffing
                                                  Patterns - 3%
                                                  A More Fully Implemented Program - 4%

                                                  Unexplained Variance - 63%
Question: Do more fully implemented programs help more students to
             graduate from high school? Answer: Yes!




                                                 Money Spent Per Child - .002%

                                                 Enrollment - .005%

                                                 Students on Free/Reduced Lunch - 4%

                                                 Quality of Instruction and Staffing
                                                 Patterns - 9%
                                                 A More Fully Implemented Program - 2%

                                                 Unexplained Variance - 84%
Question: Do more fully implemented programs promote better attendance
                      in high school? Answer: Yes!




                                                    Money Spent Per Child - 16%

                                                    Enrollment - 1%

                                                    Students on Free/Reduced Lunch - 7%

                                                    Quality of Instruction and Staffing
                                                    Patterns - 6%
                                                    A More Fully Implemented Program - 2%

                                                    Unexplained Variance - 68%
Question: Do more fully implemented programs help to reduce discipline
              problems in high schools? Answer: Yes!




                                                   Money Spent Per Child - 7%

                                                   Enrollment - 2%

                                                   Students on Free/Reduced Lunch - 12%

                                                   Quality of Instruction and Staffing
                                                   Patterns - 13%
                                                   A More Fully Implemented Program - 3%

                                                   Unexplained Variance - 63%
Question: Do more fully implemented programs help high schools to meet the
   AYP (adequate yearly progress) requirements of No Child Left Behind?
                             Answer: Possibly




                                                     Money Spent Per Child - 6%

                                                     Enrollment - 4%

                                                     Students on Free/Reduced Lunch - 20%

                                                     Quality of Instruction and Staffing
                                                     Patterns - 7%
                                                     A More Fully Implemented Program - 1%

                                                     Unexplained Variance - 62%
Question: Do educational and career planning activities help high schools to
  meet the AYP (adequate yearly progress) requirements of No Child Left
                          Behind? Answer: Yes!




                                                       Money Spent Per Child - 6%

                                                       Enrollment - 4%

                                                       Students on Free/Reduced Lunch - 20%

                                                       Quality of Instruction and Staffing
                                                       Patterns - 7%
                                                       Educational and Career Planning Services
                                                       - 3%
                                                       Unexplained Variance - 60%
Question: Do more fully implemented programs help to increase student
       attendance in middle/junior high school? Answer: Yes!




                                                  Money Spent Per Child - 10%

                                                  Enrollment - 5%

                                                  Students on Free/Reduced Lunch - 9%

                                                  Quality of Instruction and Staffing
                                                  Patterns - 17%
                                                  A More Fully Implemented Program - 5%

                                                  Unexplained Variance - 54%
Question: Do more fully implemented programs help to reduce discipline
         problems in middle/junior high school? Answer: Yes!




                                                   Money Spent Per Child - 9%

                                                   Enrollment - .01%

                                                   Students on Free/Reduced Lunch - 8%

                                                   Quality of Instruction and Staffing
                                                   Patterns - 16%
                                                   A More Fully Implemented Program - 3%

                                                   Unexplained Variance - 63%
What do principals think? Do more fully implemented programs help to reduce
             discipline problems in schools K12? Answer: Yes!




                                                     Money Spent Per Child - .01%

                                                     Enrollment - 11%

                                                     Students on Free/Reduced Lunch - 7%

                                                     Quality of Instruction and Staffing
                                                     Patterns - 15%
                                                     A More Fully Implemented Program - 3%

                                                     Unexplained Variance - 63%
What do principals think? Do more fully implemented programs help to
     increase student attendance in schools K12? Answer: Yes!




                                                  Money Spent Per Child - 14%

                                                  Enrollment - .01%

                                                  Students on Free/Reduced Lunch - 7%

                                                  Quality of Instruction and Staffing
                                                  Patterns - 17%
                                                  A More Fully Implemented Program - 2%

                                                  Unexplained Variance - 60%
  What do principals think? Do more fully implemented programs help K12
schools meet the AYP (adequately yearly progress) requirements of No Child
                       Left Behind? Answer: Possibly




                                                     Money Spent Per Child - .02%

                                                     Enrollment - 15%

                                                     Students on Free/Reduced Lunch - 6%

                                                     Quality of Instruction and Staffing
                                                     Patterns - 8%
                                                     A More Fully Implemented Program - 1%

                                                     Unexplained Variance - 70%
              Part 2

How are counselors spending their time?
                              Program Implementation, Student to Counselor Ratios,
                              and Non Guidance Tasks in Middle/Junior High School

                                    Program Implementation and Student to Counselor Ratios in                                   Program Implementation and Non Guidance Tasks in
                                                   Middle/Junior High School                                                                Middle/Junior High School

                              500                                                                                     10

                              450                                                                                     9
Student to Counselor Ratios




                              400                                                                                     8




                                                                                                Non Gui dance Tasks
                              350                                                                                     7
                              300                                                                                     6
                              250                                                                                     5                                                            Non Guidance
                              200                                                                                     4
                              150                                                                                     3
                              100                                                                                     2
                              50                                                                                      1
                               0                                                                                      0
                                     Very Low         Low                High       Very High
                                                                                                                           Very Low         Low               High     Very High
                                                      Program Implementation
                                                                                                                                            Program Implementation
Question: Are programs being implemented equally
          across different school levels?
                    Answer: No

                                                 Program Implementation by School Level

                                 5.9
Overall Program Implementation




                                 5.8


                                 5.7


                                 5.6
                                                                                             Im plementation
                                 5.5


                                 5.4


                                 5.3


                                 5.2
                                       Elem entary        Middle/Junior High   High School
                                                            School Level
                                How are school counselors spending their time?


                             Percentage of Time Spent on Program Components (Counselor                                                                             Percentages of Time Spent on Program Components (Principal
                                                     Estimates)                                                                                                                            Estimates)

                     40                                                                                                                                    45


                     35                                                                                                                                    40


                                                                                                                                                           35
                     30




                                                                                                                                Percentage of Time Spent
                                                                                                                                                           30
Percentage of Time




                     25

                                                                                                           Elementary                                      25                                                                                    Elementary
                     20                                                                                    Middle/Junior High                                                                                                                    Middle/Junior High
                                                                                                           High School                                     20                                                                                    High School

                     15
                                                                                                                                                           15

                     10
                                                                                                                                                           10


                      5                                                                                                                                     5


                      0                                                                                                                                     0
                           Guidance    Individual Planning   Responsive   Systems Support   Non Guidance                                                         Guidance    Individual Planning   Responsive   Systems Support   Non Guidance
                          Curriculum                          Services                        Activities                                                        Curriculum                          Services                        Activities
                                                        Program Components                                                                                                                    Program Components
                                               Non Guidance Tasks


Coordinating the school testing program                                          Maintaining permanent records
Individual testing for special education and gifted programs                     Handling transcripts
Coordinator/manager of 504 files                                                 Monitoring attendance
Coordinating and monitoring school assemblies                                    Building the master schedule
Hall duty supervision                                             Copy/mailing new student enrollment records
Principal of the day                                                             Managing schedule changes
Cafeteria supervision
Coordinating/managing the IEP process
Administering discipline
Bus loading and unloading supervision
Restroom supervision
Substitute teaching
Balancing class loads
Selling lunch tickets
Collecting and mailing out progress reports and deficiency notices
Calculating grade point averages, class ranks, or honor rolls
Developing and updating student handbook/course guides
Collecting and mailing out progress reports and deficiency notices
            Non Guidance Tasks in Elementary School

                School Counselors                                    School Principals

Tasks                               % doing the      Tasks                                 %doing the
     task                                                task
Coordinating testing program                 .68
Testing for Sped and Gifted program           .48    Coordinating testing program                 .53
Coordinator/manager 504 files                 .44    Testing for Sped and Gifted program           .42
Cafeteria supervision                          .34   Coordinator/manager 504 files                 .35
     Non Guidance Tasks in Middle/Junior High School

                School Counselors                                   School Principals

Tasks                               % doing the     Tasks                               %doing the
     task                                               task
Coordinating testing program                 .76
Testing for Sped and Gifted program           .43   Coordinating testing program                 .64
Coordinator/manager 504 files                 .56
                                                    Coordinator/manager 504 files                .45
                                                    Hall duty supervision                         .33
Balancing class loads                         .53   Cafeteria supervision                         .30
Maintaining permanent records                .34    Balancing class loads                        .33
Handling transcripts                          .31   Maintaining permanent records                .39
Building the master schedule                 .38
Managing schedule changes                     .65   Building the master schedule                 .33
                                                    Managing schedule changes                     .67
                      Non Guidance Tasks in High School

                     School Counselors                                        School Principals

Tasks                              % doing the task   Tasks                                %doing the task

Coordinating testing program                    .74   Coordinating testing program                     .42
Testing for Sped and Gifted program            .40
Coordinator/manager 504 files                  .34
Balancing class loads                         .59     Balancing class loads                           .47
Maintaining permanent records                 .52
Handling transcripts                          .66     Handling transcripts                            .40
Calculating GPA, class rank, honor rolls      .50     Calculating GPA, class rank, honor rolls        .38
Developing and updating student handbooks
and course guides                             .47
Building the master schedule                  .59     Building the master schedule                   .40
Copy/mailing new student enrollment records   .31
Managing schedule changes                      .83    Managing schedule changes                       .58
    In larger high schools, school counselors are less likely
                               to:

•    Be principal for the day
•    Be a substitute teacher
•    Maintain the permanent records
•    Handle transcripts
•    Calculate GPAs, class rank, and honor rolls
•    Build the master schedule
•    Copy and mail new student enrollment records



Note -    However, in larger high schools, school counselors are more
          likely to coordinate and manage 504 files
             Part 3

  Program implementation in middle
schools, junior high schools, and high
 schools with higher minority student
             enrollments
       Implementation and Middle/Junior High Schools
           with larger Minority Student Enrollment
    What counselors are not likely             What counselors may be more likely
            to be doing                                   to be doing

 Providing Responsive Services (r = -.38)        Administering discipline (r = .40)

Having the Resources needed to carry out      Providing supervision for bus loading
            a program (r = -.36)
                                                      and unloading (r = .23)
    Having a written program (r = -.34)
                                               Coordinating and managing the IEP
From the counselors’ perspective, they are                process (r = .22)
   not likely to be implementing an overall
               program (r = -.33)             Provide supervision in the restrooms (r
                                                                = .21)
     From the principals’ perspective,
        counselors are not likely to be
    implementing any of the 7 factors of a        Coordinate and monitor school
      comprehensive program (r values                   assemblies (r = .20)
           range from -.40 to -.64)
                    Minority Student Enrollment and
                  Responsive Services in Middle/Junior
                              High School

                      6.6


Responsive Services
                      6.4
   Implementing
                      6.2
                       6
                                                     School
                      5.8                            Counselors
                      5.6                            Principals
                      5.4
                      5.2
                       5
                      4.8
                                  %


                                          %
                          %




                                                 %
                                15


                                       25
                       Š5




                                              26
                                              •
                              d


                                     d
                            an


                                   an
                            6


                                  16




                                Minority Student
                                   Enrollment
   Implementation and High Schools
with larger Minority Student Enrollment
                 What counselors are not likely to be doing

Providing Individual educational and career planning services to students (r = -.28)

                     Providing Responsive Services (r = -.17)

            Helping students to feel connected, safe, that they belong,
                    and get along better with others (r = -.14)

          Having the Resources needed to carry out a program (r = -.20)

     Going into classrooms to provide guidance classroom lessons (r = -.15)

            From the counselors’ perspective, they are not likely to be
                   implementing an overall program (r = -.22)

                   Carrying out non-guidance tasks (r = -.22).
                 They may benefit from working in larger schools.
                                       Minority Student Enrollment and
                                     Individual Planning Services in High
                                                    School

Individual Planning Services
                                6

                               5.8

                               5.6

                               5.4
                                                                            School
                               5.2                                          Counselors

                                5

                               4.8

                               4.6
                                     Š 5%    Between Between      •
                                                                  26%
                                              6 and   16 and
                                              15%      25%
                                            Minority Enrollment
     Comparing schools with more than 15% minority student
 enrollment that either have (High Implementing School) or have
 not (Low Implementing School) implemented a comprehensive
                     school counseling program
How are they alike?                  How are they different?

They are alike in:                   Students in high implementing
• $ spend per student                   schools have much better
• Enrollment                            academic, career, and social
• % of free/reduced lunch               emotional outcomes that are
   students                             important markers predictive
• Courses taught by highly              of success in school and
   qualified teachers                   young adulthood.
• Salary, qualifications, and
   experience of teachers
• Student to teacher/administrator
   ratios
• % of minority students enrolled
                          Implementation in Middle/Junior High Schools with More than 15% Minority
                                                    Student Enrollment


                      9


                      8


                      7


                      6
Mean Incident Rates




                      5
                                                                                                   Low Implementation
                                                                                                   High Implementation
                      4


                      3


                      2


                      1


                      0
                          Discipline Incidents    Out of School Suspensions   Non Guidance Tasks
                                                 Student and Counselor Data
                                      Minority Student Enrollment and Attendance Rates in Middle/Junior
                                                                High School


                                 98


                                 96


                                 94
% of Students Attending School




                                 92


                                 90

                                                                                                          Low Impl Schools
                                 88
                                                                                                          High Impl Schools

                                 86


                                 84


                                 82


                                 80


                                 78
                                      Š 5%            6 to 15%           16 to 25%       26%
                                                                                         •
                                                      Minority Student Enrollment
              Student to School Counselor Ratios and Program Implementation in Middle/Junior High Schools with
                                        Greater Than 15% Minority Student Enrollment

        420




        410




        400




        390




        380
Means




                                                                                                       Low Implementing Schools - 415
                                                                                                       High Implementing Schools - 362
        370




        360




        350




        340




        330
                                           Student to School Counselor Ratio
                                       Minority Student Enrollment and Graduation Rates


                           100


                           90


                           80


                           70
% of Students Graduating




                           60

                                                                                          Low Impl Schools
                           50
                                                                                          High Impl Schools

                           40


                           30


                           20


                           10


                             0
                                 Š5%         6 to 15%          16 to 25%       26%
                                                                               •
                                             Minority Student Enrollment
              Program Implementation and High Schools with More Than 15% Minority
                                      Student Enrollment


        25




        20




        15
Means




                                                                                         Low Implementation
                                                                                         High Implementation

        10




         5




         0
             Discipline Incidents       Non Guidance Tasks       ACT C omposite Scores
                                    Student and Counselor Data
              Program Implementation and NCLB Test Scores in High Schools with
                        More Than 15% Minority Student Enrollment


        200


        180


        160


        140


        120
Means




                                                                                          Low Implementation
        100
                                                                                          High Implementation

        80


        60


        40


        20


          0
               Math MAP Scores 10th Grade          Communication Arts Scores 11th Grade
                                    Standardized Test Scores
                    Student Outcomes and Program Implementation in High Schools with More Than 15%
                                              Minority Students Enrolled


               1


              0.9


              0.8


              0.7


              0.6
Percentages




                                                                                                             Low Implementing
              0.5
                                                                                                             High Implementing

              0.4


              0.3


              0.2


              0.1


               0
                     % Taking ACT   % Scoring Above ACT   % of Students Graduating   % Meeting AYP of NCLB
                                     National Average
                                                Student Outcomes
                            4-Year College Going Rates for Students from
                             High Schools with more than 15% Minority
                                  Student Enrollment and Program
                                          Implementation

Percentages of Graduates     0.5
 Currently Attending a 4-
                            0.45
                             0.4
      Year College

                            0.35
                             0.3                                      Low Implementing =
                                                                      28%
                            0.25
                                                                      High Implementing =
                             0.2
                                                                      47%
                            0.15
                             0.1
                            0.05
                               0
                                   % of Students in 4-Year Colleges
                                     Program Implementation
                              Conclusions
1.   Comprehensive program idea - a good multifaceted model that can be
     measured/evaluated/changed to better help all students
2.   MO school counselors trying to implement it regardless of their school’s $
     spend per child, enrollment size, and % free/reduced lunch students
3.   When a comprehensive program is more fully implemented students benefit
     (academic achievement, career development, and social and emotional
     development)
4.   Non guidance tasks hurt program implementation
5.   Implementation in high schools is a concern - inundated with clerical tasks
6.   Students enrolled in schools with high minority enrollments may not be
     receiving equal or adequate comprehensive counseling program services
7.   Students enrolled in high minority schools with a more fully implemented
     program have significantly better outcomes than students in high minority
     schools without a comprehensive program
8.   A comprehensive program is an essential/integral component of an effective
     school!
                        Recommendations


1.   Fully implement the ASCA National Model in all schools, for all
     students!
2.   Enhance Responsive Services in Middle and Junior High Schools
3.   Enhance Individual Planning (educational and career planning)
     services in High Schools
4.   Find ways to reduce non guidance tasks, especially clerical duties in
     high school (emphasize the costs to kids that accrue because
     counselor time is not being more completely spent doing
     comprehensive program activities)
5.   Communicate with administrators, parents, school board members,
     and elected officials (etc.) about your good work and the benefits it
     provides to all students!
Thank You for Doing the
   Work that You Do
   It really matters to your
            students!

								
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