Presentation on theme: "School Counselors Affect Student Achievement"— Presentation transcript:
1 School Counselors Affect Student Achievement Principal – Counselor Relationship:Key to Student AchievementLinda BrannanK-12 Student Support Services ConsultantNC Department of Public Instruction
2 School Counselors Affect Student Achievement “Professional school counselors serve a vital role in maximizing student achievement. By incorporating leadership, advocacy and collaboration, professional school counselors promote equity and access to opportunities and rigorous educational experiences for all students” (ASCA, 2003).
3 Thinking Outside the “Counselor Box” Advocacy: Being a voice for ALL students/equity for each studentLeadership: Stepping up in support of the academic mission; facilitative leaderSystemic Change: Creating a responsive system for all students and stakeholders/not done in isolation but with collaborationHow do school counselors do this yet remain true to their profession?
4 The Key Question?How are Students Different as a Result of the school counseling program?
5 Principal-Counselor Relationship Making Connections:Key to UnlockingStudent Achievement!
6 Tired of Doing Business the Same Old Way! Duplication of efforts with studentsWhile it is all good, it is possible to lighten the load with collaboration with the principal and administrative team.Confusing rolesStudentsParentsTeachersUsAccountability – Everyone’s concern(breathing down your neck)Time ~ never enough
7 What do Roles Have in Common? BOTH Want …Students to Learn, Achieve & GraduateCareer & College Ready!And – Both are leaders in the school
8 Principal-Counselor Relationship ~ A Relationship that Makes a Difference CommunicationFormal and InformalCollaborationScheduled Meetings (Weekly & Monthly)Respect for each other and rolesShare the job; learn to respectShared VisionTaking the time to talk, listen, and plan togetherCollege Board Survey 2009
9 What we know for sure! Principals and Counselors are: Responsible for students progressing towards graduation with 21st century skills who are “career and college ready” by addressing:Attendance issuesAcademic issuesBehavioral issues
10 Using MEASURE A Six-Step Accountability Process Step One: MissionStep Two: Element/ProblemStep Three: Analyze DataStep Four: Stakeholders UniteStep Five: ResultsStep Six: Educate[Stone, C. B, & Dahir, C. A. (2007). School Counselor Accountability: A MEASURE of Student Success. 2nd edition.]
11 MEASUREMission: connect the comprehensive K-12 school counseling program to the mission of the school and to the goals of the annual school improvement planAcademic rigor & Student achievement: the heart of every school’s SIP
12 MEASUREElements: identify the critical data elements that are important to the internal and external stakeholdersAttendanceBehavior/DisciplineAcademic Achievement
13 MEASUREAnalyze: discuss carefully which elements need to be aggregated or disaggregated and whyWhat is impeding student achievement?What are the barriers?
14 MEASUREStakeholders - Unite: determine which stakeholders need to be involved in addressing these school-improvement issues and unite to develop strategies
15 MEASUREReanalyze/Reflect/Revise: rethink and refine the strategies, refocus efforts as needed, and reflect on success
16 MEASUREEducate/Publicize: show the positive impact the school counseling program has had on student achievement and on the goals of the school improvement plan.
17 ASCA National Model: Framework for School Counseling Programs Content: We don’t need to use.As you view this model, you will notice there are four areasFOUNDATIONDELIVERY SYSTEMMANAGEMENT SYSTEMACCOUNTABILTIY SYSTEMThe visual shows that the foundation leads to both management and delivery and these two components go hand in hand.Delivery system is the way in which counselors deliver services – the management system ensures that the delivery system is planned, organized, and delivered in a systematic fashion for every student.Both the delivery and management lead to the Accountability system.Notice the accountability system leads back to the foundation because the results of our program lead to the program’s improvement which begins once again with the foundation.Also, note that the outer edge of the model shows leadership, advocacy and systemic change as the driving forces for the model including program development, management, delivery and accountability.The inside of the diamond is the structure. The outside is the skills needed to implement the structure.Tips/Hints:Activities:1717
18 EXAMPLES OF DATA TO EXAMINE NEEDS Test ScoresAchievementStateNationalEnrollmentHonors/AP ClassesCollege TrackSpecial EducationLEPGraduation RateBy GenderBy EthnicityBy SESAttendanceAbsencesTardinessBy Grade LevelDisciplineBy ClassroomTypes of ProblemsGenderOffice referralsGPA/Class RankRetention RatesBy Subject AreaBy Gender, EthnicityPost SecondaryPlansDropout RateGrade LevelsGender, Ethnicity…Reasons WhyContent:This slide depicts major areas with subdivisions for cross-tabulation. Take your time on this slide and carefully review each section. Ask participants for additional examples.The point here is thatTips/Hints:This slide can be the “ah-ha” when the participants begin to “see” below the initial layer to ask the deeper questions.This chart gives people an opportunity to think about the accuracy of data, how it’s gathered. For example, how is graduation rate computed? Is it the number of seniors who don’t receive a diploma or is it the number of 9th graders who receive a diploma? Or when you look at Special Education and see that 80% of the students are African-American males, what is going on?Activities:18
20 Remember: The New Question is…. How are students different asa result of theschool counseling program?************************************************(Let’s see an example of a school that used this model successfully)The following school is an example of this process in action!
21 Cary High School Student Population Academically Gifted: 549Free & Reduced Lunch: 781LEP: 153Students with Disabilities: 299Total Students: 2283Black: 405Hispanic: 405Asian: 130Multi-racial: 116American Indian: 15White: 1212
22 2010-2011 Cary High Performance Composite Overall Student PerformanceComposite: 89.9% per EOC dataSchool of Distinction – past 5 yearsSAT Score CompositeReading/Math – 1089Reading/Math/Writing – 158868% Participation rateGraduates:90% of graduates attend a four-year or a two-year college10% joining the military, workforce or other
23 The Cary High School Story Administration-Counselor TeamsLeadership Team/SIP Team LeadersSchool Improvement TeamsProfessional Learning TeamsCurriculum Alignment/Common AssessmentsStudent Achievement including Recovery ProgramASCA National Model – RAMP for Counselors
24 How We Did it? Respect - even in times of disagreement Collaboration – agreed upon/jointly created & facilitated strategies to meet needs:Purposeful schedulingIncrease course rigorDevelop intervention strategies to:Improve Attendance rateImprove academic achievementImprove 9th grade promotion rate & graduation ratePrevent suspension and dropoutsRespect - even in times of disagreementTime – diligent about time to collaborate (PLTs, Admin-Counselor Teams, LT, SIP Teams)Data - reviewed schoolwide data to assess needs to develop a data-driven program
25 How We Did it?Information Exchange - Vertical and Parallel ~ Improved CommunicationAdmin-Counselor Teams – Management AgreementsLeadership Team/SIP Teams/PLT’s – continuous improvement modelCollaboration with Teachers, Students, Parents to create supportive relationshipsShared Respect & Decision-MakingCreating a Community Vision
26 Closing the Achievement Gap Goals Increase minority enrollment in honors & Advanced Placement coursesIncrease 9th grade Promotion RateIncrease Average Daily Attendance RateNew Goal – Suspension/Dropout Prevention
27 Increasing course rigor for underrepresented students by enrollment in Advanced Placement (AP) courses.Strategies: Principal-Counselor led initiatives:AP Potential letters sent to qualified students and parents (based upon PSAT scores)Small group counseling to targeted students – benefits of enrolling in Honors and AP coursesFacilitated AP/Curriculum Fair for parents to understand expectations, benefits and future opportunitiesCollaboration with teachers - Established a task force of counselors and social studies teachers to review performance data & encourage underrepresented students to take more rigorous courses. (10th grade heterogeneously grouped Civics & Econ classes)
28 Evaluate-What will you measure? Types of Outcome/Results Data Process DataPerception DataGoals & ObjectivesResults DataHow Many affected & processCompetency-Skill Attainment DataBehavior ChangeAchievement-Related DataAchievement DataGuidance Lessons, groups, etc.Who?What?When?Where?How long?AttitudesSkillsKnowledgeAttendanceDisciplinereferralsParentInvolvementHomeworkCompletionCourseEnrollmentEOG/EOCSAT/ACTscoresGraduationratesGPAAP testsCollege prepcoursecompletionEvaluate the process, change in student’s attitudes, skills and knowledge; behavior change – did it meet our goals & objectives, move to more concrete systemic change data or results/outcomes with achievement related data and then actual achievement data
29 Results/Outcomes: Improving Course Rigor for Minority Students 5% gain in AP Enrollment in11% gain in AP Enrollment in16.9% gain in AP Enrollment in24% gain in AP Enrollment in*********************************************************************************45% of minority students who enrolled in AP classes were recommended by both the PSAT/AP Potential software and their Teacher = Formula for Success!Data driven & Collaboration – A Plan that Works!
30 Other Closing the Gap Results Promotion/Graduation Rate: 94% of first time 9th graders promoted to 10th grade in (Above 90% in 9th grade for past 4 years)Attendance: Average Daily Attendance Rate for : Above 90% for all subgroupsNew Goal: Suspension/Dropout Prevention - school-wide collaboration to keep students in school
31 ChallengesRole changes-staying “true” to profession – confidentiality/collaborationUnderstanding & respect of our individual and collective rolesShared vision for decision makingTime to communicateAdmin-Counselor TeamsVertically and across disciplines throughPLT’s, SIP Teams, Leadership Team
32 K-12 Student Support Services Consultant Contact Information & Resources“Enhancing the Principal-School Counselor Relationship: Tool Kit” (College Board)“A Closer Look at the Principal-Counselor Relationship”: A Survey of Principals & Counselors”Collaborative work by College Board, American School Counseling Association (ASCA) & National Association of Secondary School Principals (NASSP)Linda BrannanK-12 Student Support Services ConsultantNCDPI
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