The Texas Model for Comprehensive School Counseling Programs, 5th ed.

The Texas Model for Comprehensive School Counseling Programs, 5th ed.

Agenda December 13th, 2018 9:00 am – 12:00 pm
Objectives Introduction to Guide Section I- School Counselor Responsibilities Section II- Program Implementation Cycle Section III- Foundation Components Section IV- Program Description Section V- Program Curriculum

Session Objectives The purpose of today’s presentation overview is to:
Introduce participants to the revision of the Texas Model for Comprehensive School Counseling Programs Provide an overview and sample activities based on the content of the revised model while making connections as it pertains to the Texas Migrant Counselor. Introduce the MEP Counseling Alignment Tool

Introduction ©2018 Region One Education Service Center
What training have you had on a counseling program model and how familiar are you with the Texas Model? Stand up, find a partner not at your table and discuss the question. What would you like to learn from todays training? Write 3 expectations you have from today’s training on a post-it and place it on the parking lot. ©2018 Region One Education Service Center

Introduction to Model Guide
Establishes the need for a comprehensive program Identifies unique training and qualifications of School Counselors Describes the benefits of a comprehensive, developmental counseling program Establishes the School Counselor’s role as in integral part of the overall educational, personal, social, and career development of students How can using a Counseling Program Model support your in development of your Migrant Counselor Program?

Format of Introduction
Evolution of Counseling Competencies Purpose of the Guide Statutory Requirements Related to School Counseling Related Code of Ethics (Texas Educator’s Code, ACA, ASCA) For Whom the Guide is Intended What is Included in the Guide Rationale for the Guide Definition of a Comprehensive School Counseling Program

During the school year, the Guidance Advisory Committee reached consensus about the definition of and the goals for school counseling programs in Texas Public Schools. This provided the guidance for the first edition of the Texas Model that professional school counselors needed to respond to the challenges faced in the school setting.

Purpose of the Guide Describe the Texas Model for Comprehensive School Counseling Programs Outline process for tailoring programs to meet diverse needs of Texas public schools Act as a resource to identify quality program standards/goals to enhance counseling programs Reflect transformation of school counseling profession *Provide framework for transforming individual and district level school counseling programs The Texas Model outlines a process for tailoring the program model to meet the needs of the vast array of Texas Public Schools. It provides program standards designed to enhance district and campus efforts to improve the school counseling programs. One of the key components of this guide is the framework which will support the development of your Migrant Counseling Program.

Conceptual Model Figure 4.1
The conceptual model Figure 4.1 provides the framework for school counseling programs to be integral components of school-wide educational programs. It provides a systematic, planned approach that helps all students acquire and apply basic life skills by making optimal use of school counselors’ unique knowledge and skills. A primary responsibility of a school counselor is to work with students to enhance their character, abilities, decisions, personal health, thought process, and decision-making skills through identified and measurable competency indicators. Overall, the foundation of the Texas Model is to help school counselors implement school counseling programs that provide developmentally appropriate direct services for all students, and at the same time, deliver specialized assistance to those who need it. A comprehensive school counseling program as set forth in the Texas Model ensures equitable access for all students. The school counselor designs the school counseling program to meet locally identified needs and goals by adhering to the program development cycle of organizing, planning, designing, implementing, and evaluating the school counseling program.

Section I School Counselor Responsibilities
©2018 Region One Education Service Center

Section I: School Counselor Responsibilities
School Counselor’s Background and Training 10 Basic Responsibilities: Program Management- *Texas Migrant Education Program Guidance-* Graduation Enhancement Counseling- *Migrant Supplemental Support Services Consultation- *Migrant Referral Services Coordination- *Service Delivery Plan, Strategies and MPOs Student Assessment- *Supplemental Instructional Services Professional Behavior- *Advocacy for Migrant Children, parents and all stakeholders. Professional Standards- Office of Migrant Education, Texas Migrant Program, Service Delivery Plan, and the District Migrant Improvement Plan * Alignment with the TEXAS Migrant Education Program You have a colored dot on your folder. Please work with your team based on the color of your folder and describe the responsibilities assigned to your table.

*Addition of two “NEW” Responsibility Domains: Advocacy- *Cross Program Coordination- respect for diversity; students; safe schools; comprehensive program implementation; eliminate impediments to student success; appropriate school counselor roles Leadership- *LNA, Migrant Education Program Evaluation- program implementation; personal/social needs of students; diverse needs of students * Alignment with the TEXAS Migrant Education Program You have a colored dot on your folder. Please work with your team based on the color of your folder and describe the responsibilities assigned to your table.

Updated TEMPSC II School Counselor Responsibilities-TEC Sec , Professional Behavior Domain and Professional Standards Domain. Updated areas of focus- data collection/utilization; diversity and cultural needs; cultural/linguistic bias in assessment tools; use of assessment tools within practice scope and policy; reflective professional practice. Texas Evaluation Model for Professional School Counselors (tempsc–ii) will now include two new domains 1. Professional Behavior Domain, 2. Professional Standards Domain. It will also reflect updated areas such as data collection and utilization. It will also include an increased focus on diversity and cultural needs.

Section II Program Implementation Cycle
A Roadmap for Enhancing Your Program ©2018 Region One Education Service Center

Section II: Program Implementation Cycle
Organizing Evaluating Planning Implementing Designing

Section II: Program Implementation Cycle
Explanation of Cycle Steps- *Continuous Improvement Cycle for Program Evaluation Organizing-Commit to change; identify leadership Planning- Adopt the Comprehensive School Counseling Program model; assess current program Designing-Establish/publish program design; master plan for change Implementing-Make program improvements; use school counselor competencies Evaluating-changes made; program design; implementation; professional school counseling staff *Alignment to the Migrant Education Program This Cycle is comparable to our Migrant Education Program CIC Continuous Improvement Cycle that is used for Program Evaluation and creation of the SDP. The Program implementation cycle, introduces a process for tailoring the program model to suit local needs. There are 5 separate steps; organizing, planning, designing, implementing, evaluating. The order may be varied or taken simultaneously to better address the district or campus needs.

Section III Foundational Components

Section III: Foundational Components
Developing a campus/district (Migrant Counseling) program: *Mission Statement *Definition *Rationale *Program Assumptions *Program goals (SMART goals) *Desired Program Design Priorities *Program Evaluation * Step by step instructions and structured opportunities to practice the articulation of each Foundational component is provided. It is imperative that specific foundational components are constructed and realized in the development of the comprehensive school counseling program. These foundational components are the heart of the school counseling program. These structural elements are important pieces to consider and describe, before moving forward with development and implementation. This section will also outline the appropriate steps to take to quantify various data points and conduct essential needs assessment to determine the most appropriate and meaningful programmatic goals tha twill direct the activities the school counselor will undertake.

Creating a Mission Statement
Does the program mission statement align with the campus’ mission statement? Does it align with the overall district’s mission statement? Does it identify who the program serves? Does it indicate access for all students? Is it concise and easily communicated? Developing a meaningful and purposeful mission statement for the comprehensive school counseling program is fundamental to identifying and communicating the intent of the school counseling program and the direction it will go. The mission statement should be written with (Migrant) students as the primary focus; advocates for equity, access and success for every student; and indicates long-range results that are desired for all (Migrant) students. It is a good practice for the mission statement to be visible by all stakeholders and be posted on campus or district webpages, placed on official documents and share in appropriate communications. It should be communicated to relevant stakeholders to ensure that the mission of the (Migrant) School Counseling Program is clearly understood by everyone in the school community.

Sample School Counseling Mission Statement
The mission of the school counseling program is to provide support and guidance to all students as a means to foster academic success, postsecondary and career preparation, and personal/social development. Use the form provided to write notes or a draft of a mission statement for your school counseling program. Collaborate with others if needed. Use the questions on the previous slide to guide you.

Defining the Campus Program
Elements that define your campus program include: Who delivers the campus program? What competencies will students attain? Which students are served through the program? How is the program organized? Comprehensive Migrant School Counseling Programs are vital to the achievement of excellence in education for all (Migrant) students. The Migrant school counselor’s primary focus is to facilitate instruction by removing impediments to student learning( which result from the impacts of Migratory lifestyle) It is developmental by design and includes a sequential activities organized and implemented by certified school counselors with the support of teachers, administrators, students and parents. By defining elements, the ( Migrant) school counselor can generate the parameters of the local school counseling program to provide explanation and boundaries. Your Migrant School Program definition should remain a constant focus and point of reflection for Migrant School.

Developing Rationale for Your Campus Program
Points to consider when developing rationale: What is the importance of the school (MEP) counseling program as an equal partner in the educational process? What are the reasons why (MEP) students need to acquire competencies? How will the program enable (MEP) students to develop their full potential? What conclusions can be drawn from the various assessments available in your district? Examining your campus goals, are they aligned to your MEP counseling program? There are several factors for school counselors to consider when determining the rationale, or purpose, for their campus school counseling program. First among these is the importance of the school counseling program as an equal partner in the overall education process. It is crucial that members of the school community understand why students need to attain certain competencies. In addition to developing proficiency in the Texas Essential Knowledge and skills. Understanding why attainment of such competencies is important is integral to creating the rationale for the school counseling program. Being able to recognize that individual students have their own sets of strengths and gaps is key for educators to be able to differentiate and teach individual students where they are. To have perspective of where a student is developmentally with regard to learning, socializing, and behaving is to have a glimpse into that individual student’s capability.

Program Assumptions and Considerations
Establishes conditions required for the development and implementation of the *MEP Counseling Program Identifies resources needed Staff Program and Staff Development Budget Materials, Supplies, and Equipment Facilities All these areas will impact the design of your counseling program. The Texas Model assumes that you have the minimum level school counseling program provides for each of the four delivery components and employs a certified school counselor. That all stakeholders are supportive of a school counseling program. Every district is made up of different types of staff and resources so therefore there will be different assumptions which can be made for each program. These assumptions will also shape the types of services that can be provided and the types of activities which can be implemented. One important assumption that we would all hope to make is that school administrators understand and support the (Migrant School Counseling Program’s priorities and its demands. For instance school administrators establish policies and procedures that reflect their understanding. For example since Migrant School Counselors must have access to students and vice versa, schedules will be developed that allow student accessibility for example services for PFS pull-out or in class support.

Establishing Goals of the Campus Counseling Program

SMART Goal Development
Specific – Make things explicit so there is not room for misinterpretation: What will the outcome be? Who will be responsible?

Measurable – Defining the criteria or evidence so as to indicate the outcome desired: How will we know when we’ve achieved our goal?

Achievable – Goals should be stretching and ambitious, but not unattainable: Is the goal within my control? Can we do this with the resources we have?

Relevant – Goals should be related to the overall goals of the campus and/or district: Is this goal supporting the campus improvement plan? Is it creating conflict with any other campus or district goals?

Time-bound – Setting a deadline by which the goal will be accomplished: When do we need our goal to be accomplished? Are there factors driving or inhibiting the timeline of our goal?

SMART Goal example By the end of the school year, 85% of Migrant students in 8th grade will be able to identify 3 careers of interest and the correct educational pathway for each career as a result of participation in a career exploration camp. Is this a SMART GOAL? Why or Why Not? (5 min)

Data Sources Goal Development: TAPR reports- Student Performance
SBDM plans- Campus Goals PEIMS reports- Compliance College enrollment reports- College and Career Readiness Counseling contact logs- Student Services Needs assessments- LNA, Supplemental Services Other- NGS, PFS Progress Reviews

Program Goals Sample activity in the Texas Model in developing program goals.

Program Design and Evaluation Texas Administrative Code Title 19 Chapter 239, Subchapter A, Rule (c) Standard II. Learner-Centered Skills: The certified School Counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs;

Program Design and Evaluation Texas Administrative Code Title 19 Chapter 239, Subchapter A, Rule (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and the evaluation of a campus, based on The Texas Model for Comprehensive School Counseling Programs that promotes learner’s knowledge, skills, motivation, and personal growth.

Program Design Targeted program design elements should be prioritized in order to insure that specific program areas (MEP) are aligned with the established goals (Migrant Education Program CNA/SDP/Evaluation Alignment Chart) and are given the greatest focus and consideration during development and implementation.

Critical Program Elements:
Program Design Critical Program Elements: Clients to be served (students, parents, teachers, administrators, others) Competencies (interpersonal, intrapersonal, personal health & safety, postsecondary planning & readiness) Counselor competencies (program management, guidance, counseling, consultation, coordination, student assessment, advocacy, leadership, professional behavior, professional standards) Program components (guidance, responsive services, individual planning, system support) Utilizing the MEP Alignment chart Goal Area #4 -Highschool Graduation/OSY and the MEP Counseling Program Design Checklist, complete the checklist using a recent activity you have implemented at your campus. Is your activity targeting any of the goals or required strategies found in the MEP Alignment Chart?

Program Design Activity
Utilizing the MEP Alignment Chart Goal Area #4 -Highschool Graduation/OSY and the MEP Counseling Program Design Checklist, complete the checklist using a recent activity you have implemented at your campus. (7 min) Reflection: (3 min) Is your activity targeting any of the goals or required strategies found in the MEP Alignment Chart? How can this tool be helpful in ensuring that you are targeting the goals described in the CNA/SDP/Evaluation Alignment Chart?

Program Evaluation Following in the path of these foundational components will set the course and lead the way to an incredibly successful comprehensive school counseling program. However, it will be necessary to regularly evaluate the effectiveness of the program to ensure that each of the foundational components and the program goals are still sound and in line with the needs of the students and the direction of the campus. Re-examining data points- LNA, NGS (Supplemental Services) Perception surveys- LNA Program audits-Texas Migrant Program Evaluation

Section IV Program Description

Expansion of Former Concepts
System Support Program Balance and Recommended Service Distributions Program Management Activities Data and Accountability Services Non-Counseling Duties (System Support versus Non- Counseling Duties) Appropriate versus Inappropriate Activities for School Counselors

The School Counseling Pyramid for Comprehensive and Direct Services
Begin with comprehensive services to all students to specialized interventions based upon identified student needs Four Tiers Tier One: All Students Receive Access Tier Two: *More Specific/Intentional Services Tier Three: *Identification of Specific Students Tier Four: *Specialized Services and Referrals * Alignment with the TEXAS Migrant Education Program

The School Counseling Pyramid for Comprehensive and Direct Services

Guidance Curriculum (MEP) School Counselor Considerations:
Needs of campus (Migrant Population) Creation of lessons based on (MEP) and state initiatives, district policy, laws, and education codes Awareness to diverse student populations and differentiated instruction

Special Considerations for the MEP Counselor
Non-Regulatory Guidance Provisions of Services : The “special educational needs” of migrant children, as defined in 34 CFR (a)(2), are those educational and educationally related needs that: (1) result from the migrant lifestyle, and (2) must be met in order for migrant children to participate effectively in school. Each SEA must identify the special educational needs of the migrant children who reside in the State. These needs should be the focus of the program’s design and interventions.

Non-Regulatory Guidance Provisions of Services : SEAs must conduct a comprehensive needs assessment in order to develop a comprehensive State plan for service delivery that addresses the special educational needs of migrant children. Local operating agencies must conduct a needs assessment in order to provide services that will meet the identified needs in accordance with the comprehensive State plan for service delivery.

Non-Regulatory Guidance Provisions of Services: At the local operating agency level, a needs assessment determines: (1) the extent of the needs of migrant students in that project area and how those needs relate to the priorities the State has established; (2) how to design local services; and (3) which students should receive services. Local operating agencies identify such critical elements as the specific needs of children by grade levels, the academic areas in which the project should focus, the instructional settings, materials, staffing, and teaching techniques.

Responsive Services The purpose of responsive services is to support students and offer services in their time of need. Similarly, responsive services can have three levels for school counselor intervention: prevention, remedial, or crisis responses. Streamlined the topics that have been identified as high priority topics at the state and local levels.

Responsive Services Examples
Preventive Services A student is beginning to exhibit academic challenges in school, which inevitably could affect relationships and school performance. Remedial Services A student is returning to campus after a placement at the alternative school for substance use. Crisis Services The school counselor notices bruises on a student’s arms. When inquiring about these marks, the student discloses that there are more bruises that have been inflicted by a frustrated caregiver. The school counselor must immediately take action.

Individual Planning The purpose of individual planning is to assist students, with focused attention, toward their personal goals. Students need opportunity to monitor and understand their own educational, career, personal, and social development, while considering individual need, specialized circumstances/services, and cultural implications. Meet with students on their PFS Progress Reviews to assist students with providing them opportunities to monitor and understand their own educational learning development.

System Support System support (*Cross Program Coordination) is essential to the total school counseling program. System support consists of management activities that establish, maintain, and enhance the total school counseling program. System support can be categorized into three areas: Program Management Activities, Appropriate Student Support Activities, and Data Analysis and Accountability Services. * Alignment with the TEXAS Migrant Education Program

System Support Program Management- services including time allocated to assess needs, plan, design, implement, and evaluate elements of a comprehensive school counseling program, Example-the school counselor develops a needs assessment; sends the assessment to stakeholders; gathers the data; disaggregates the data; identifies the priorities; creates a weekly, monthly, and annual calendar based on priority areas; Student Support Services- activities that support students’ academic, career, social/personal development and make appropriate use of school counselors’ training and expertise. Example-the school counselor presents a series of parent sessions to increase awareness of adolescents’ developmental characteristics and needs. The system support component is necessary for the ongoing administration and program management of a comprehensive school counseling program. System support is an aspect of the comprehensive school counseling program that is often overlooked or minimally appreciated. Without system support the three direct service delivery components would be ineffective and inefficient. School counselors consult with teachers and administrators on behalf of students, parents and the guidance program and staff. School counselors may collect, summarize and interpret data generated by the testing program. Additionally, they manage the school counseling program, pursue professional development, cooperate in the implementation of schoolwide, district wide or state wide activities, and coordinate guidance activities.

Program Management: Organization

System Support Data Analysis and Accountability- *SDP, LNA, Migrant Program Evaluation. Data is used to evaluate and demonstrate the effectiveness of the school counseling program in measurable terms 3 types of data to gather and analyze * Alignment with the TEXAS Migrant Education Program

System Support Process Data- used to evaluate and provide evidence of how school counselors are allocating time within the four service delivery components and non-counseling duties Perception data- allows for the school counselor to measure the knowledge and understanding of stakeholders Student Outcome Data- evaluate, discuss, and promote the impact the school counseling program/intervention had on student development ( i.e., grade point averages, promotion and attendance rates, and discipline referrals).

Non-Counseling Duties
Non-counseling duties are most clearly defined as administrative or clerical functions. Often times the non-counseling related duties can be designated to another staff member. Often times school administrators lack knowledge regarding the school counselors’ duties; they tend to assign counselors non-counseling related activities such as lunch duty, discipline, or test administration (Baker, 2001).

Non-Counseling Duties and *Non-MEP Duties
Non-school-counseling duties-*Non-MEP Counseling Duties take away valuable time from implementing a *MEP school counseling program that meets the needs of all (*MEP) students. * Alignment with the TEXAS Migrant Education Program

Appropriate and Inappropriate Activities

Section V Program Curriculum

Program Curriculum: Changes to Scope and Sequence
Restructured Content Areas: Post Secondary Planning and Career Readiness- *SDP Goal 4 High School Graduation/OSY Develop student competency outcomes-*Migrant Student Action plan, PFS Student Action Plan Write goals aligned with new areas- *SDP Four Goal Areas Identify developmentally appropriate competency indicators * Alignment with the TEXAS Migrant Education Program

Content Areas Existing Guide Revised Guide Self-confidence development
Motivation to Achieve Decision-making, Goal- setting, Planning, Problem- solving Skills Interpersonal Effectiveness Communication Skills Cross-Cultural Effectiveness Responsible Behavior Revised Guide Intrapersonal Effectiveness Interpersonal Effectiveness Post-Secondary Planning and Career Readiness Personal Health & Safety

Scope and Sequence Format
Curricular Scope-Defined student competencies within four content areas: Intrapersonal Effectiveness Positive (Migrant) student self-concept Effective executive functioning skills (Self-Advocacy) Appropriate behavior to the situation and environment (Migratory Lifestyle)

Curricular Scope- Defined student competencies within four content areas: Interpersonal Effectiveness Effective interactions with diverse populations Effective and appropriate communication skills Recognition of personal boundaries, individual rights and privacy needs of others Effective conflict resolutions skills Development of healthy relationships Incorporation of wellness practices into daily living Demonstration of resiliency and positive coping skills Possession of assertiveness skills necessary for personal protection * Alignment with the TEXAS Migrant Education Program

Curricular Scope- Defined student competencies within four content areas: Post-secondary Planning and Career Readiness- *High School Graduation/OSY Motivation to succeed in personal endeavors Demonstration of career exploration skills Possession of the knowledge and skills to gather information for the purpose of postsecondary education and career planning. Demonstration of awareness of the importance of postsecondary education Understanding of the relationship of academics to the world of work and to life at home and in the community. * Alignment with the TEXAS Migrant Education Program

Curricular Scope- Defined student competencies within four content areas: Personal Health and Safety-*Supplemental Support Services Incorporation of wellness practices into daily living Demonstration of resiliency and positive coping skills Possession of assertiveness skills necessary for personal protection (Self-Advocacy) * Alignment with the TEXAS Migrant Education Program

Curricular Scope- K-12 goals for each student competency: Assist school counselors in structuring activities that address student development across K-12 age spans; Provide guidance in conceptualizing, planning, and delivering program activities; (*SDP, LNA) Address student awareness, knowledge, and skills- *Migrant Student Action Plan and PFS Student Action Plan, PFS Progress Reviews * Alignment with the TEXAS Migrant Education Program

Curricular Sequence- Variation of expectations, or competency indicators, based on students’ K-12 developmental needs and abilities: Elementary Middle/junior high High school

Review of Today’s Session
School Counselor Responsibilities Program Implementation Cycle Foundation Components Program Description Program Curriculum In groups of 5 based on your color sticker, start at one of the sections of the Texas Model and write down one thing you learned about the section, then in a clockwise fashion move to the next section and repeat until you have been able to write one thing down for all sections. I need one speaker from each station to share what was written.

Closing Thoughts… Our goal today was to provide you with a sample framework from which you can develop your MEP Counseling Program. Currently there is no state mandate that requires counselors to implement a particular counseling model. The 5th Edition Texas Model for Comprehensive School Counseling Programs Guide was developed using professional school counseling research, literature and accepted school counselor practices (American School Counseling [ACA] Code of Ethics, 2014; American School Counselor Association [ASCA] Ethical Standards for School Counselors, 2016; Association for Multicultural Counseling and Development [AMCA] Multicultural and Social Justice Counseling Competencies, 2015; Gybers and Henderson, 2012; Lewis, Arnold, House & Toporek, 2002). When developing your MEP Counseling Program you must consider several factors such as the Migrant Education Program Policies and Guidance, your District Policies, job descriptions and employee funding type. In addition, MEP Counseling Programs should be based on research and best practices as required by the Migrant Education Program. They should also ensure that the goals of the MEP are supported and that services and activities address the unique needs of Migratory children ultimately creating equity in their educational experiences and preparing them for post-secondary education and career readiness.

The Texas Model for Comprehensive School Counseling Programs, 5th ed.

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The Texas Model for Comprehensive School Counseling Programs, 5th ed.

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