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School Counselors Affect Student Achievement

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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 the “Counselor 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 How 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 Unlocking Student Achievement!

6 Tired of Doing Business the Same Old Way!
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 – Everyone’s concern (breathing down your neck) Time ~ never enough

7 What do Roles Have in Common?
BOTH Want … Students to Learn, Achieve & Graduate Career & College Ready! And – Both are leaders in the school

8 Principal-Counselor Relationship ~ A Relationship that Makes a Difference
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 21st century skills who are “career and college ready” by addressing: Attendance issues Academic 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. 2nd 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 school’s 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
Content: We don’t need to use. As you view this model, you will notice there are four areas FOUNDATION DELIVERY SYSTEM MANAGEMENT SYSTEM ACCOUNTABILTIY SYSTEM The 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: 17 17

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 Retention Rates By Subject Area By Gender, Ethnicity Post Secondary Plans Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why Content: 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 that Tips/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 as a result of the school 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: 549 Free & Reduced Lunch: 781 LEP: 153 Students with Disabilities: 299 Total Students: 2283 Black: 405 Hispanic: 405 Asian: 130 Multi-racial: 116 American Indian: 15 White: 1212

22 2010-2011 Cary High Performance Composite
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 How We Did it? Respect - even in times of disagreement
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 9th grade promotion rate & graduation rate Prevent suspension and dropouts 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

25 How We Did it? Information Exchange - Vertical and Parallel ~ Improved Communication Admin-Counselor Teams – Management Agreements Leadership Team/SIP Teams/PLT’s – 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 9th 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. (10th grade heterogeneously grouped Civics & Econ classes)

28 Evaluate-What will you measure? Types of Outcome/Results Data
Process Data Perception 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 Evaluate 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 in 11% gain in AP Enrollment in 16.9% gain in AP Enrollment in 24% 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 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 PLT’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 Brannan K-12 Student Support Services Consultant NCDPI

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