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School Counselors Affect Student Achievement Principal – Counselor Relationship: Key to Student Achievement Linda Brannan K-12 Student Support Services.

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Presentation on theme: "School Counselors Affect Student Achievement Principal – Counselor Relationship: Key to Student Achievement Linda Brannan K-12 Student Support Services."— Presentation transcript:

1 School Counselors Affect Student Achievement Principal – Counselor Relationship: Key to Student Achievement Linda Brannan K-12 Student Support Services Consultant NC 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 theCounselor Box Advocacy: Being a voice for ALL students/equity for each student Leadership: Stepping up in support of the academic mission; facilitative leader Systemic Change: Creating a responsive system for all students and stakeholders/not done in isolation but with collaboration


5 Principal-Counselor Relationship

6 Duplication of efforts with students –While it is all good, it is possible to lighten the load with collaboration with the principal and administrative team. Confusing roles –Students –Parents –Teachers –Us Accountability – Everyones concern (breathing down your neck) Time ~ never enough


8 Communication Formal and Informal Collaboration Scheduled Meetings (Weekly & Monthly) Respect for each other and roles Share the job; learn to respect Shared Vision Taking the time to talk, listen, and plan together College Board Survey 2009

9 What we know for sure! Principals and Counselors are: Responsible for students progressing towards graduation with 21 st century skills who are career and college ready by addressing: Attendance issues Attendance issues Academic issues Academic issues Behavioral issues Behavioral issues

10 Using MEASURE A Six-Step Accountability Process Step One: Mission Step Two: Element/Problem Step Three: Analyze Data Step Four: Stakeholders Unite Step Five: Results Step Six: Educate [Stone, C. B, & Dahir, C. A. (2007). School Counselor Accountability: A MEASURE of Student Success. 2 nd edition.]

11 MEASURE Mission: connect the comprehensive K-12 school counseling program to the mission of the school and to the goals of the annual school improvement plan Academic rigor & Student achievement: the heart of every schools SIP

12 MEASURE Elements: identify the critical data elements that are important to the internal and external stakeholders –Attendance –Behavior/Discipline –Academic Achievement

13 MEASURE Analyze: discuss carefully which elements need to be aggregated or disaggregated and why What is impeding student achievement? What are the barriers?

14 MEASURE Stakeholders - Unite: determine which stakeholders need to be involved in addressing these school-improvement issues and unite to develop strategies

15 MEASURE Reanalyze/Reflect/Revise: rethink and refine the strategies, refocus efforts as needed, and reflect on success

16 MEASURE Educate/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

18 EXAMPLES OF DATA TO EXAMINE NEEDS Test Scores Achievement State National Enrollment Honors/AP Classes College Track Special Education LEP Graduation Rate By Gender By Ethnicity By SES Attendance Absences Tardiness By Grade Level Discipline By Classroom Types of Problems Gender Office referrals GPA/Class Rank By Gender By Ethnicity By SES Retention Rates By Subject Area By Grade Level By Gender, Ethnicity Post Secondary Plans Special Education By Gender By Ethnicity By SES Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why


20 Remember: The New Question is…. How are students different as a result of the school counseling program? ************************************************ (Lets see an example of a school that used this model successfully)

21 Total Students: 2283 Black: 405 Hispanic: 405 Asian: 130 Multi-racial: 116 American Indian: 15 White: 1212 Academically Gifted: 549 Free & Reduced Lunch: 781 LEP: 153 Students with Disabilities: 299 Cary High School Student Population

22 Overall Student Performance –Composite: 89.9% per EOC data –School of Distinction – past 5 years SAT Score Composite –Reading/Math – 1089 –Reading/Math/Writing – 1588 –68% Participation rate Graduates: –90% of graduates attend a four-year or a two-year college –10% joining the military, workforce or other

23 The Cary High School Story Administration-Counselor Teams Leadership Team/SIP Team Leaders School Improvement Teams Professional Learning Teams –Curriculum Alignment/Common Assessments –Student Achievement including Recovery Program –ASCA National Model – RAMP for Counselors

24 –Respect - even in times of disagreement –Time – 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 –Collaboration – agreed upon/jointly created & facilitated strategies to meet needs: Purposeful scheduling Increase course rigor Develop intervention strategies to: –Improve Attendance rate –Improve academic achievement –Improve 9 th grade promotion rate & graduation rate –Prevent suspension and dropouts How We Did it?

25 –Information Exchange - Vertical and Parallel ~ Improved Communication Admin-Counselor Teams – Management Agreements Leadership Team/SIP Teams/PLTs – continuous improvement model Collaboration with Teachers, Students, Parents to create supportive relationships –Shared Respect & Decision-Making Creating a Community Vision

26 Closing the Achievement Gap Goals Increase minority enrollment in honors & Advanced Placement courses Increase 9 th grade Promotion Rate Increase Average Daily Attendance Rate New 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 courses Facilitated AP/Curriculum Fair for parents to understand expectations, benefits and future opportunities Collaboration with teachers - Established a task force of counselors and social studies teachers to review performance data & encourage underrepresented students to take more rigorous courses. (10 th grade heterogeneously grouped Civics & Econ classes)

28 Evaluate-What will you measure? Types of Outcome/Results Data Process DataPerception Data Goals & Objectives Results Data How Many affected & process Competency-Skill Attainment Data Behavior Change Achievement- Related Data Achievement Data Guidance Lessons, groups, etc. Who? What? When? Where? How long? Attitudes Skills Knowledge Attendance Discipline referrals Parent Involvement Homework Completion Course Enrollment EOG/EOC SAT/ACT scores Graduation rates GPA AP tests College prep course completion


30 Other Closing the Gap Results Promotion/Graduation Rate: 94% of first time 9 th graders promoted to 10 th grade in (Above 90% in 9 th grade for past 4 years) Attendance: Average Daily Attendance Rate for : Above 90% for all subgroups New Goal: Suspension/Dropout Prevention - school-wide collaboration to keep students in school

31 Challenges Role changes-staying true to profession – confidentiality/collaboration Understanding & respect of our individual and collective roles Shared vision for decision making Time to communicate –Admin-Counselor Teams –Vertically and across disciplines through PLTs, SIP Teams, Leadership Team

32 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 Brannan K-12 Student Support Services Consultant NCDPI

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