The “NEW” Wisconsin Comprehensive School Counseling Model From Theory to Application

School Counseling Gary L. Spear, Ed.S Consultant - School Counseling Programs WI Department of Public Instruction P.O. Box 7841 Madison, WI 53707-7841 ph: 608-266-2820 fax: 608-266-3643 Gary.spear@dpi.state.wi.us http://www.dpi.state.wi.us/dpi/dlsea/sspw/counsl1.html

WCSCM – A Shift from: What do counselors do? to How are students different because of the school counseling program? ASCA [2002]

The “ NEW” WCSCM ASCA National Model National Consortium for State Guidance Leadership The Educational Trust: Transforming School Counseling Initiative National Career Development Guidelines WDGM Standard e

WCSCM: Relevance Wisconsin Covenant New Wisconsin Promise Partnership for 21st Century Skills American Diploma Project State Superintendent’s High School Task Force Report [High School Redesign] NCLB Standard e

WCSCM: Relevance 21st Century Competencies Top Skills Information and communications technology literacy Critical thinking Communications Collaboration Global awareness Business, economic, and civic literacy Top Skills Professionalism and work ethic Oral and written communications Teamwork and collaboration Critical thinking and problem solving

WCSCM – Underlying Principles Serve all students and provide opportunities for all grades K-12. Curriculum is developed and delivered by counselors, faculty, and community. Counselors time is calendared among the four components of a comprehensive school counseling program. Parents are involved and the community helps deliver services. Curriculum is standards based and competency driven.

Rationale for a Comprehensive School Counseling Program A comprehensive school counseling program is an integral component of the school’s academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning process for all students. • ensures equity and access to a rigorous education for all students • identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program • is delivered to all students in a systematic fashion • is based on data-driven decision making • is provided by a state-credentialed school counselor

WCSCM Delivery System Four Components School Counseling Curriculum: classroom, curriculum development, group activities, parent workshops Responsive Services: individual & small groups, crisis, consultations, referrals Individual Student Planning: individual & small group appraisal or advisement, conferences, learning plans System Support: professional development, consultation, collaboration, program management

School Counseling Curriculum Career “All Work is Noble” Personal/Social “ Character is Essential” Academic “Learning is Lifelong” A comprehensive scoped and sequence guidance curriculum provides content in a systematic way to all students K-12. The purpose is to develop student awareness, skill development, and application of skills needed in everyday life. Activities include classroom presentations, group activities, school wide events, field trips,

School Counseling Curriculum – Three Domains Academic Domain Core Content Standards: A, B, C A: Students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the life span. B: Students will develop the academic skills and attitudes necessary to make effective transitions from elementary to middle school, from middle school to high school, and from high school to a wide range of postsecondary options C: Students will understand how their academic experiences prepare them to be successful in the world of work, in their interpersonal relationships, and in the community

School Counseling Curriculum – Three Domains Personal/Social Domain Core Content Standards: D, E, F D: Students will acquire the knowledge, attitudes, and interpersonal skills to understand themselves and appreciate the diverse backgrounds and experiences of others. E: Students will demonstrate effective decision-making, problem-solving, and goal-setting skills. F: Students will understand and use safety and wellness skills.

School Counseling Curriculum – Three Domains Career Domain Core Content Standards: G, H, I G: Students will acquire the self-knowledge necessary to make informed career decisions. H: Students will understand the relationship between educational achievement and career development. I: Students will employ career management strategies to achieve future career success and satisfaction.

School Counseling Curriculum: Student Standards Content Standards Core Performance Standards Benchmarks [2, 5, 8, 12] Content Standard = A Core Performance = 1 Benchmark = 5.1.1 Ex. = A.2.3.1, D.8.2.1, I.12.1.1 [format under review at DPI]

Individual Planning Assessment Advisement Transition Planning Accommodations Individual Learning Plans Student/Parent Conferencing Individual planning assists students in planning, monitoring, and managing their personal and career development. Provide examples for each activity in this component. Advisement might include WKCE, ACT, Self Directed Search, learning style inventories, etc. Advisement might include course planning, or career planning. Transition planning could include post high school planning, transitioning between middle school and high school, etc. Accomodations might include 504 Plans, Children At Risk curriculum modifications, Special Education IEP, etc.

Responsive Services Personal Counseling Sessions Support Group Facilitation Crisis Response Coordination, referral and outreach with community agencies Responsive services address the immediate concern of students. The purpose is prevention and intervention regarding a number of issues that students bring to school; issues counselors deal with include divorce, abuse, depression, loss, AODA, suicide, coping, family issues, etc.

System Support Public Relations Community and Parent Involvement Staff Development Professional Development Information Management Services System support includes program, staff, and school support activities that counselors perform just as other teachers and staff perform in the usual course of the day for the school and the program.

Calendaring Program activities are calendared. Counselor time usage plan is followed. Use of time is focused on the developmental needs of all students. Starts on first day of school and ends on last day of school. To implement a comprehensive school counseling program the activities need to be calendared. Calendaring assures accountability and delivery of the program. It also prevents wavering from the purpose of serving all students.

Elementary Time

Middle School Time

High School Time

Career Domain Standard H: Students will understand the relationship between educational achievement and career development. Core - H.1: Attain educational achievement and performance levels needed to reach personal and career goals. Benchmark - H.8.1.5: Develop an action plan to enhance educational achievement and attain career goals.

Educational/Career Conference Individual Learning Plan Academics – courses, experiences, plans Extracurricular/Co-curricular Postsecondary Occupational/career plans Goals Personal strengths and weakness Obstacles Curriculum based

Individual Learning Plan Program Plan of Study High school courses Appropriate to career pathway Required and elective Postsecondary High school – youth options or alternative education College or tech college Career enhancement Work-based learning Training options

Accountability/Evaluation Program Audit Needs Survey [pre/post] Students Parents Staff Community Counselor Performance Program Evaluation Student Progress Advisory Committee

Impact of Comprehensive School Counseling Program Increased student achievement K-12 Increased attendance rates Increased collaboration between parents, community and school Increased enrollment in higher level courses and career classes Increased post-secondary school enrollments Decreased discipline problems, suspensions, and expulsions Decreased drop out rate

Research on School Counseling Effectiveness Elementary Guidance –Academics Hadley [1988] – Elementary guidance activities have a positive impact on student academic achievement Borders & Drury [1992] – School counseling interventions have a substantial impact on student educational development and improved school attendance Boutwell & Myrick [1992] – 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 School Counseling Effectiveness Elementary Guidance – Academics Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement in Lang Arts. Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores

Research on School Counseling Effectiveness Middle School Guidance – Academics Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math and Lang Arts Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in Lang Arts Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendance McElroy [2000] – Counselors directly support the schools academic mission Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have students earning higher grades

Research on School Counseling Effectiveness High School Guidance – Academics Myrick [1987] – Developmentally-based programs promote student development and academic success. Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student educational development and improved attendance. Lapan, Gysbers & Sun [1997] – 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 School Counseling Effectiveness High School Guidance – Academics Nelson, Gardner & Fox [1998] – 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 [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time. Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs. Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.

WCSCM: Delivered By All Counselor Role: To lead, facilitate, and provide direct services. Faculty have a role in delivering curriculum. Community partners in program delivery. The role of the counselor is critical but others in the school and community are needed to help deliver the program. Examples of community partners include volunteers who guest instruct a lesson from the guidance curriculum, employers who sponsor job shadow experiences for students, organizations that sponsor a career fair or college fair for students. Faculty help deliver the program by teaching a lesson on career planning, or study skills, or lerning styles, etc.

From Entitlement … To Performance At-risk emphasis Crisis driven “On call” approach Measures amount of effort Attends to process of doing work Focus on good intentions Works to maintain the existing system Talks about how hard they work Owned by the counseling staff Provides to ALL students Curriculum driven Calendared time Measures impact related to goals Attends to goals, objectives and outcomes Focus on accomplishments Changes and adapts to be responsive Talks about effectiveness Community owned and supported

Comprehensive School Counseling and ESEA/NCLB Attendance / Truancy Alternative programs Character Education Conflict Resolution Counseling Drop Out Retention Parent Involvement Classroom Management Pupil Services Personnel

How School Counseling Programs Impact Students As students understand themselves, explore the world around them and establish goals for their futures, they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their careers tomorrow. Purpose and Direction

Summer Training 2007 June 19 - 22 @ Hayward [CESA 11/12/WITC] July 16 – 19 @ Rice Lake [CESA 11/12/WITC] July 30 – Aug 3 @ Fennimore [CESA 3] Aug 6 – 10 @ Rhinelander [NATC/CESA 9] Aug 13 – 16 @ West Salem [CESA 4]