© 2004 NCTSC/ The Education Trust Role of School Counselors: National Center for Transforming School Counseling- (Adapted from Ed Trust 4/19/2012) CED607 Unit II (Unit 2.a) School Counselors- Leading from the “Heart” Harvey Hoyo, Ed.D. Course Lead, CED607 Nu- Costa Mesa

© 2004 NCTSC/ The Education Trust In this presentation: you will learn about... ● role of the school counselor ● how the school counselor uses data from a microscopic and macroscopic approach. ● The importance of the ASCA National Model ● Review how our profession developed historically

© 2004 NCTSC/ The Education Trust

Share what passion(s) bring(s) you into the world of school counseling

© 2004 NCTSC/ The Education Trust ASCA National Model

© 2004 NCTSC/ The Education Trust Student Achievement

© 2004 NCTSC/ The Education Trust Leading from the heart means… 1. Working as Leaders to Promote Access & Equity for All Students 2. Using Data to Change Policy, Practice & drive next steps- “DATA DRIVEN RESULTS” 3. Designing a School Counseling Program to Help All Students Meet High Standards 4. Advocating for Systemic Change

© 2004 NCTSC/ The Education Trust Write how you would apply one of the four points discussed above? Think of two examples

© 2004 NCTSC/ The Education Trust STARS Reminder …. Lifelong Learners Committed to S cholarship T eamwork A ctive Reflection R esponsible Citizenship S tandards of Exemplary Practice

© 2004 NCTSC/ The Education Trust Searching for one best system- not serving pluralism Increased bureaucratization Failure to teach poor successfull y “keep schools out of politics” Blame the victim

© 2004 NCTSC/ The Education Trust School consolidation: transport students Supervision by County Superintendents “take schools out of politics” Hire professionally trained teachers Teach values & vocational ed. Factory Model Begins

© 2004 NCTSC/ The Education Trust Children on a conveyor belt moving from one teacher to another Conveyor belt stops at 50 minute periods where disconnected lessons are placed by independent teachers every period Dare student to learn Dare students to get personalized counseling who have caseloads of 650 Schools focus on student control rather than developing a community

© 2004 NCTSC/ The Education Trust Support for all students Away from assimilationists model to culturally responsive services Civil Rights: women’s issues Civil Rights: issues of poverty Civil Rights: gay & lesbian issues

© 2004 NCTSC/ The Education Trust Lack of legitimization Lack of consistent identity Limited involvement in reform movements Variation in roles from state to state and site to site Non-school counselor responsibilities

© 2004 NCTSC/ The Education Trust Gysbers & Henderson’s comprehensive programs Myrick’s planned developmental guidanceJohnson & Johnson's results-based guidance

© 2004 NCTSC/ The Education Trust Align the counseling program with the school’s mission Align the counseling program with school improvement plan Counselors as leaders in systemic change Counselors promote academic, career and personal/ social development for ALL

© 2004 NCTSC/ The Education Trust TODAY: A Shift in Focus INDIVIDUAL FOCUS Works in isolation Works primarily with individual student problems Manages school counseling program separate from school mission Counselors not held accountable for student results SYSTEMIC FOCUS Teams and collaborates with all stakeholders Works to make systemic change Involved extensively as a leader in school and community Accountable for contributing to student academic achievement

© 2004 NCTSC/ The Education Trust 1- Accountability2- Local Control3- Options for parents4- Evidence-based instruction that works

© 2004 NCTSC/ The Education Trust Counselor’s Voices… Leaders promoting access & equity There are just some kids who can’t achieve in school vs. All kids can learn. The School Counseling Program is ancillary to the school’s mission. vs. The school counseling program supports the school’s mission of academic achievement. The school’s policies and procedures (the system) are more important than students. vs. The student is more important than the system..

© 2004 NCTSC/ The Education Trust If we believe all kids can learn… - What is it we expect them to learn? - How will we know when they have learned it? - - How will we support when they don’t learn?

© 2004 NCTSC/ The Education Trust Examples of ways school counselors contribute to student academic achievement

© 2004 NCTSC/ The Education Trust Academic Results Interventions (6-8) Students on retention list: 6th - 816th th - 737th th th Students who came off retention list: 6th - 276th th - 227th th - 238th students avoided retention Pre: Post:

© 2004 NCTSC/ The Education Trust Academic Achievement – Student Focused from 8 th grade Algebra I data

© 2004 NCTSC/ The Education Trust Mentors Phone Contact Manager Of Resources Small Group Classroom Guidance Behavior Management Bully Proofing Program Tutoring Data Driven Counseling Programs a micro view 70% Attendance Rate for Low SES Students Individual Counseling Student Focused

© 2004 NCTSC/ The Education Trust Lead Task Force Advisory Program Change Attendance Policies Disaggregate Data By Teacher Advocate for Task Force Team With Parents & Community Change Daily Schedule Lead Advisory Training Data Driven Counseling Programs a macro view 70% Attendance Rate for Low SES Students Student Focus Groups System Focused

© 2004 NCTSC/ The Education Trust Ask “Hard” Questions Participate on Improvement Team Examine Policies and Practices Analyze & Present Data Classroom Guidance Small Group Interventions Individual Interventions Referral DATA System Focused Activities Student Focused Activities School Counseling Connected to the Mission of the School

© 2004 NCTSC/ The Education Trust Examples of Data to Examine Test Scores  Achievement  State  National Enrollment  Honors/AP Classes  College Track  Special Education  LEP Graduation Rate  By Gender  By Ethnicity  By SES Attendance  Absences  Tardies  By Grade Level Discipline  By Classroom  Types of Problems  Gender 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

© 2004 NCTSC/ The Education Trust © 2010 THE EDUCATION TRUST – WEST Use Data to Identify Choke Points in Students’ Access and Success Unsuccessful Course# students Level A (Social Science)189 Level B (English)433 Level C (Math)227 Level D (Lab Science)32 Level E (World Language)166 Level F (Visual Performing Arts)127 From the analysis of transcripts, those students who passed 5 out of 6 courses, tended to fail English, Math, and Social Science Source: Ed Trust-West analysis of large urban district transcript data.

© 2004 NCTSC/ The Education Trust Collaboration and Teaming Collaboration focuses on building relationships Teaming focuses on completing tasks

© 2004 NCTSC/ The Education Trust Minority Enrollment in a Jefferson County High School – Systems-Focused

© 2004 NCTSC/ The Education Trust Aldine, TX: Raising Achievement for All While Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2000.

© 2004 NCTSC/ The Education Trust Now it’s your turn- What is your role as a school counselor? (3)