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The Wisconsin Comprehensive School Counseling Program Model Judith Kuse Consultant - School Counseling Programs WI Department of Public Instruction P.O. Box 7841 Madison, WI 53707-7841 phone: 608-266-2820 fax: 608-266-3643 http://www.dpi.wisconsin.gov/sspw/counsl1.html What do counselors do? vs. How are students different because of the school counseling program? Wong  Pair and Share What changes have you seen in the school counseling program in your district over the past two—three years? Identify two changes and explain them to your partner. Comprehensive School Counseling Programs are based upon National School Counseling Standards ASCA National Model Wisconsin Developmental Guidance Model The GOAL is to help all students: Learn Learn about about the self world around them And make meaningful connections between the two Outcomes include: Increased student achievement K-12. Increased collaboration among parents, community and school. Increased post secondary school enrollments. Decreased discipline problems and dropout rate. Decreased last minute schedule changes. Research on Counseling Effectiveness School Counseling in the Elementary School–Impact on Academic Achievement Hadley  – Elementary guidance activities have a positive impact on student academic achievement Borders & Drury  – School counseling interventions have a substantial impact on student educational development and improved school attendance Boutwell & Myrick  – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes Research on Counseling Effectiveness School Counseling in the Elementary School– Impact on Academic Achievement Lee  – Counselors have a positive impact on student achievement in Math with some improvement in Lang Arts. Mullis & Otwell  – Counselors can assist teachers in helping improve student academic performance Sink & Stroh  – Schools with comprehensive school counseling programs produced higher achievement test scores Research on Counseling Effectiveness School Counseling in the Middle School– Impact on Academic Achievement Gerler & Kinney  – Underachieving students who received counseling services improved significantly in Math and Lang Arts Watts & Thomas  – Counselors do impact students academic performance including significant improvement in Lang Arts Tobias & Myrick  – Counselors demonstrated they could help students improve school grades and attendance McElroy  – Counselors directly support the schools academic mission Lapan, Gysbers & Petroski – Schools implementing a comprehensive school counseling program have students earning higher grades Research on Counseling Effectiveness School Counseling in the High School– Impact on Academic Achievement Myrick  – Developmentally-based programs promote student development and academic success. Borders & Drury  – Effective school counseling programs have a substantial impact on student educational development and improved attendance. Lapan, Gysbers & Sun  – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals. Research on Counseling Effectiveness School Counseling in the High School– Impact on Academic Achievement Nelson, Gardner & Fox  – Schools with more fully implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test. Mau, Hitchcock & Calvert  - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time. Kaufman, Klein & Frase  – Counseling services are one of the key elements in dropout prevention programs. Schlossberg & Morris  – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school. Requires a new view of counseling in schools! FROM: TO: Emphasis on at-risk Includes all students students Curriculum-driven Crisis-driven Calendared time “On call” approach to use Delivered of time collaboratively by Delivered only by counselors, faculty, counselors parents, and community Owned by counseling members staff only Owned and supported by the community Underlying Principles All students are served and opportunities are provided for all grades K-12. The curriculum is developed and delivered by counselors, faculty, and community. Counselors’ time is calendared among the four components of the comprehensive school counseling program. Parents are involved and the community helps deliver services. The curriculum is standards-based and competency- driven. National School Counseling Standards Wisconsin Model Academic Standards for School Counseling Academic Domain Students develop lifelong learning skills. Career Domain Students engage in educational/career planning. Personal/Social Domain Students understand themselves and others. School Counseling As a Program Comprehensive School Counseling Program Content Organizational Resources Structure, Activities and Time Structural Program Resources Frameworks Components Components School Counseling Standards Definition Personnel Curriculum Benchmarks Assumptions Structured Groups Facilities Classroom Presentations Critical Knowledge Rationale Financial (Competencies) Individual Planning Advisements Assessment Transition Planning Responsive Services Individual Counseling Group Counseling Consultation Referral Support Services Management Activities Consultation Community Outreach Public Relations Parent Involvement Professional Development 4 Program Components School Counseling Individual Planning Curriculum Responsive Services System Support Pair and Share Estimate the percentage of time school counselors spend on each of the four components at either the elementary, middle, or high school level in your district. Share your estimate with a partner near you. Calendaring •Program activities are calendared and the program starts on the first day of school and ends on the last day of School. •A counselor time usage plan is followed. •The time usage plan is focused on the developmental needs of all students. Suggested Distribution of School Counselor Time Elementary Middle School 15% 30% 15% 35% 35% 20% 40% 10% School Counseling High School Curriculum 15% 25% Individual Planning 30% 30% Responsive Services System Support Program Component: School Counseling Curriculum Provides school counseling content in a systematic way to all students K-12. Purpose: Student awareness, skill development, and application of skills needed in everyday life School Counseling Curriculum Career “All Work is Noble” Personal/Social “ Character is Essential” Academic “Learning is Lifelong” Curriculum Topics CAREER PERSONAL ACADEMIC SOCIAL Self-knowledge and Career Awareness Goal Setting Self-management Career Cultural Competence Study Skills Exploration Career Preparation Communication Skills Academic Support and Planning Career Management Transition Character Education and Lifelong Learning 15% 35% Curriculum: School Counseling Curriculum 40% Through the Stages... 10% Elementary School Character education Anger management Social skills Conflict resolution Developmental assets Career exploration 15% Curriculum: 35% 30% School Counseling Curriculum through the stages... 20% Middle School Identify career clusters Explore the relation between classes and career/career preparation Research careers of interest Develop an individual learning plan Begin a career portfolio 35% 10% Curriculum: 20% School 35% Counseling Curriculum through the stages... High School Develop cultural literacy Explore careers and post-secondary training or education options Identify learning styles and effective study skills Create a resume Generate a transition plan Program Component: Individual Planning Assists students in planning, monitoring, and managing their personal and career development. Purpose: Student educational and career planning, decision making, and goal setting Individual Planning Assessment Advisement Transition Planning Accommodations Individual Planning Student, parent, and counselor conferencing… “putting the pieces together.” 15% 35% Individual Planning 40% 10% Individual Planning Elementary School Accommodation Plans Home/School Plans Behavioral Contracts Transition Plans 15% Student Education 35% 30% Career Planning 20% Individual Planning Conference Middle School Hopes and dreams Individual Learning Plan Co-curricular, extra- curricular, volunteer and community involvement 35% Student Education 10% 20% 35% Career Planning Individual Planning Conference High School Review portfolio Individual Learning Plan Review transcript Multiple Intelligences Review class schedule and Learning Styles attendance PLAN Test Review post-secondary and PSAT/ASVAB funding options Career Booklets Program Component: Responsive Services Addresses the immediate concerns of students. Purpose: Prevention and Intervention Responsive Services Individual Counseling Sessions Support Group Facilitation Crisis Response Coordination, referral and outreach with community agencies Responsive Services Time Allocation 15% 30% 15% Responsive 35% Services 40% 25% Responsive Services 15% 30% 10% 35% Responsive Services 30% Elementary School High School 20% Middle School Issues that Counselors Respond to Divorce Family Issues Abuse Suicide Coping Depression Loss Drug/Alcohol Use or Abuse Program Component: System Support Includes program support activities. Purpose: Program delivery and support System Support Public Relations Community and Parent Involvement Staff Development Professional Development Information Management Services System Support Time Allocation 15% 15% System System Support 30% Support 35% 25% 40% 10% 10% System 30% Support 35% 30% Elementary School High School 20% Middle School WCSCPM Connections Delivered By All Counselor’s Role: To lead, facilitate, and provide direct services. Others’ Roles: Other pupil services professionals may provide services; teachers may deliver curriculum; community partners may provide advisement and/or resources. Delivered By All for All Community Volunteers Classroom Teachers Support Staff Post Secondary Personnel Community/ School Liaison Employers Local School Pupil Services Administrators Personnel School School To Work Counselors Coordinators In Summary A fully implemented comprehensive school counseling program includes: A program orientation vs. a position orientation. 4 Components: School Counseling Curriculum, Individual Planning, Responsive Services, and System Support. Standards-based. A student development focus. Delivery by all for all. Community owned and supported.