Webinar: Part 2-Implementing a Comprehensive School Counseling Program

Webinar: Part 2-Implementing a Comprehensive School Counseling Program Leigh Bagwell I Coordinator of School Counseling I May 2017

The National Model of School Counseling: Elements of Best Practices School Counselors work within 3 domains of student development: Academic, Social and Emotional, College and Career Readiness Foundation – WHY we do what we do e.g., setting annual goals, aligning work to standards, compliance to statutes/policies Management – HOW we do what we do e.g., needs assessments, setting expectations, analyzing data Delivery – what we DO e.g., individual student planning, delivering core counseling curriculum, responsive services, collaboration, consultation, referrals Accountability – the IMPACT of what we do e.g., program and professional evaluations, impact analyses Source for graphic and more information: http://schoolcounselor.org/asca/media/asca/ASCA 2 %20National%20Model%20Templates/ANMExecSumm.pdf

Foundations School Counseling Philosophy o Beliefs, Vision Statement, and Mission Statement School Counseling Guidelines o T.C.A., State Board of Education policy, Student Standards, Professional School Counselor Competencies, and Ethical Standards Program Expectations o Budget, Resources, Responsibilities, and Use of Time Program Goals o Student outcomes, Data-driven, and support School Improvement Plan 3

Management Data o Use of data o School data profile o Program results data Assessments o o o o School and student needs assessments School counselor competencies assessment School counseling program audit Use of time assessment Tools o o o o o Program Management agreements Advisory councils Closing the gap action plans Lesson plans Calendars 4

Delivery of Services Direct Services Student Support Work with Students Work on behalf of Students Delivery of Services 5

Delivery of Services Direct Student Services o School counseling core curriculum o Individual student planning o Responsive services Student Support Services o Consultations 80% of the school counselor’s time o Collaborations should be spent providing direct and student support services. o Referrals 6

Delivery of Services School counseling core curriculum Instruction: School counselors provide, facilitate, and coordinate instruction of the counseling core curriculum at the classroom, grade, and schoolwide level. Character education Decision making Bullying prevention Career exploration Group Activities\Experiences: School counselors conduct planned activities outside the classroom to promote academic achievement, social and emotional development, and college and career readiness. Career fairs Postsecondary site visits Leadership workshops Community/ Business Tours 7

Delivery of Services Individual Student Planning Appraisal: School counselors assist students in analyzing and evaluating abilities, interests, skills, and achievement. Data Chats Achievement Interpretation Interest Inventories EPSO Coursework Advisement: School counselors assist students in establishing goals and future plans based upon academic, career, and personal/social data. Personal Goals Postsecondary plans Intervention Plans Behavior Plans 8

Delivery of Services Responsive Services Short-term Counseling: School counselors provide shortterm counseling to build students’ capacity to use appropriate coping skills, exercise self-advocacy, and solve problems. Individual Counseling Group Counseling Standards Mastery Crisis Response: School counselors provide intervention and follow-up services to students facing emergency situations that could interrupt their learning. Death of a loved one Homelessness Abuse or Neglect Suicidal Ideation 9

Delivery of Services Student Support Services Collaboration with educators, parents, and community members to support student achievement. Referrals could be for academic, personal/social, and postsecondary/transition support. Referrals Collaboration Consultation Consultations with educators, parents, and community members to identify strategies to assist students and their families. 10

Delivery of Services How do you determine which service to provide? Need Service Strategy 1. Ensure students can compare and contrast healthy and unhealthy behaviors. DS: Curriculum: Instruction 2. Assist students in developing a postsecondary plan. DS: Curriculum: Instruction ISP: Advisement 3. Teach organizational skills to a group of 4 th grade boys who are ADHD. DS: Responsive Services: Group Counseling 4. Plan a career fair. DS: Curriculum: Group Experiences 5. Assist 504 team in writing an accommodation plan for a student. DS: ISP: Appraisal/Advisement 6. Following a tornado in the school community, talk with local mental health center to get ideas to help students feel safe at school again. SS: Consultation DS: Responsive Services 7. Serve on district team to increase the number of students participating in early postsecondary opportunities. SS: Collaboration 8. Share information about the local housing authority to a single mother that recently lost housing. Provide students with food backpacks each Friday. SS: Referrals DS: Crisis Response

Delivery of Services School Counseling Standards Knowledge Attitudes Prepared & Ready for PS Skills Experience s

Delivery of Services School Counseling Standards 6-8 3-5 K-2 9-12 Grade bands allow for counselors to meet the development abilities of students. Standards should be taught and assessed at least one time within each grade band.

Delivery of Services School Counseling Standards Review Needs Assessment needs Identify standards aligned to Identify aligned standards Find overlapped standards Determine effective delivery methods Determine student indicators The Resource Guide will contain various examples of how to effectively address school counseling standards.

Accountability Data Analysis o School data profile analysis o Use of time analysis o Program Audit analysis Program Results o o o Curriculum results analysis Small group results analysis Closing the gap results analysis Evaluation and Improvement o o o School counselor competencies analysis Program evaluation analysis School counselor professional evaluation 15

Accountability: Data Analysis 16

Accountability: Data Analysis Use of time analysis Use of time should reflect totality of the counseling program Compare use of time to 80/20 recommendation Review effectiveness of time spent on activities Consider changing delivery methods to increase effectiveness or decrease time spent on the activity (without impacting effectiveness) 17

Accountability: Data Analysis Program Audit: o Focus on the structure of the counseling program. o Consider each of the 4 program components o Answers the question “How well am I implementing the counseling model?” o Collect evidence of program implementation Management agreements Needs assessments Calendars Action plans Program goals o Drive future implementation goals

Accountability: Program Results Curriculum Results Report: Demonstrates effectiveness of program and classroom activities Grade Level 6th Lesson Topic Conflict Resolution Projected Start/End Oct. – Nov. Process Data (Number of students affected) 399 6th grade students Perception Data (Data from surveys/ assessments) Pre- & post-tests completed by random sample of students results: 1. Believe that they can stop bullying – Pre-8% Post63% Increase 687% 2. Able to define bullying – Pre-11% Post-71% Increase 545% 3. Able to identify one appropriate action when witnessing bullying – Pre43% Post-72% Increase 112% Outcome Data (Achievement, attendance and/or behavior data) In 2016-17 the number of students with discipline referrals for “fighting” and “physical aggression” decreased from 22 students in first 9 weeks to 12 students in second 9 weeks. Implications The data indicate that the lesson had a positive impact in both perception and outcome data. Knowing this it may be beneficial to deliver these lessons earlier in the school year. 19

Accountability: Evaluation & Improvement School Counseling Program Evaluation o o o o o o Qualitative and Quantitative Data Stakeholder participation Totality of counseling program Review of student outcomes Alignment to needs assessment results Opportunities for program growth School Counselor Competencies Assessment o Professional growth opportunities impact on effectiveness o Alignment to student outcomes 22

Accountability: Evaluation & Improvement School counselor professional evaluation o o o o o o Improve practice School Services Personnel Rubric (TEAM) Includes all areas of the counseling program Observations are conversations between the school counselor and evaluator All observations are announced It aligns expectations of the model to the rubric 23

Questions 24

Next Steps Release of Implementation Guide and Timeline Checklist Complete Program Audit Watch for “Save the Dates” for additional professional development 25

Contact Leigh Bagwell Coordinator of School Counseling College, Career and Technical Education [email protected] [email protected] (615) 418-4527 26

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark on their chosen path in life. Excellence Optimism Judgment Courage Teamwork