1. REDESIGNING InSAI SCHOOL COUNSELING Review and Revise GOALS
Indiana
Student
Achievement
Institute
InSAI
REDESIGNING
SCHOOL
COUNSELING
Review and Revise
GOALS

2. Meeting 2 ACTION 1 Advisory Council 2 VISION 6 Resource Goals 5
Data 4
Program
Priorities 3
Student
Data 7
Student Goals
Achievement
Student Choices
Guidance
Counseling 8
Activities
Guidance
Counseling
Advocacy
Management 9
Preparation
Guidance Lessons
Program Calendar
Individual Calendars
Annual Budget
ACTION

3. PROGRAM GOALS ACHIEVEMENT STUDENT CHOICES GUIDANCE COUNSELING
Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are
Academic Development
Career Development
Citizenship Development
Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

4. ACHIEVEMENT Sound Student Choices RAISING ACHIEVEMENT
Knowledge & Skills: Academic / Career / Personal-Social
Needs Met: Physical / Personal

5. PERSONNEL TIME FUNDING SPACE / MATERIALS
RESOURCES
PERSONNEL
TIME
FUNDING
SPACE / MATERIALS
Let’s begin to reviewing the “big picture” and thinking about where we are in the Gold Star process.
The Gold Star School Counseling Transformation Process is designed to help schools transform their counseling program to a vision-based and data-driven program for the purpose of raising student achievement.
Note: If describing the process after your Advisory Council has worked through several steps, change the descriptions of the following steps to past tense for the steps you have already completed.

6. Review the current school counseling resources
TASK 1
Review the current school counseling resources
What areas are getting in the way of delivering a sound school counseling program?
Note: Have a poster of the Guidance Data Analysis Chart (or display the poster on Power Point). Ask participants to share their thoughts on each question. As ideas are shared, have someone record their thoughts using their exact words as much as possible. Remember, this is a brainstorm so ideas aren’t discussed or debated. Be sure that any guidance goals in the School Improvement Plan end up on the chart and mark as such.

7. Basic Resources Office / Meeting Space Technology Materials Supplies
Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are
Academic Development
Career Development
Citizenship Development
Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

8. Student to Counselor Ratio
XXX to 1
Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are
Academic Development
Career Development
Citizenship Development
Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

9. Time-Use Component Target Actual Guidance XX Counseling Advocacy
Management
Non-Program

10. (excluding personnel)
Annual Funding
(excluding personnel)
$ X.XX / student

11. Others Who Deliver Student Assistance & Guidance
SCHOOL
COMMUNITY
Xxxxx

12. Professional Development
Xxxxx
Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are
Academic Development
Career Development
Citizenship Development
Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

13. Perceptions
Xxxxx
Guidance can be established as a curriculum, just like English or math. In guidance the “subject areas” are
Academic Development
Career Development
Citizenship Development
Within each of these “subject areas” are locally developed indicators which schools want EVERY student to master prior to moving to the next educational level, (refer to the slide, read a few indicators). Guidance indicators are the key to establishing a systemic guidance initiative. (Note: If available, have participants review a copy of the Indiana Universal Student Indicators for Guidance.

14. RESOURCES Complete the Resources Action Plan
TASK 2
Complete the
Resources Action Plan
(as a large group)
NOTE: If counselor time-use is identified as something that will change next year, refer to the time-use instagraphs to help you identify your targeted time-use percentages.
Note: Have a poster of the Guidance Data Analysis Chart (or display the poster on Power Point). Ask participants to share their thoughts on each question. As ideas are shared, have someone record their thoughts using their exact words as much as possible. Remember, this is a brainstorm so ideas aren’t discussed or debated. Be sure that any guidance goals in the School Improvement Plan end up on the chart and mark as such.
Document 5.4

15. QUESTION
Given who we are and the resources we have, what program goals should we include?

16. PROGRAM GOALS Achievement
2.5
PROGRAM GOALS Achievement
OMIT:
Type
ADD:
Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions:
Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know.
Are there any ideas here that you can’t support publicly.
[If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

17. PROGRAM GOALS Student Choices
2.5
PROGRAM GOALS Student Choices
OMIT:
Type
ADD:
Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions:
Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know.
Are there any ideas here that you can’t support publicly.
[If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

18. PROGRAM GOALS Guidance
2.5
PROGRAM GOALS Guidance
OMIT:
Type
ADD:
Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions:
Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know.
Are there any ideas here that you can’t support publicly.
[If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

19. PROGRAM GOALS Counseling
2.5
PROGRAM GOALS Counseling
OMIT:
Type
ADD:
Now, let’s share as a large group. We’ll ask each small group to share one of their convictions until we’ve exhausted everyone’s ideas. As you talk, we’ll record your ideas on the screen (or on posters). [Note: Record all ideas using the exact words that the person speaking used.] Now that we’ve exhausted all of our ideas, let’s look over the entire list while considering these two questions:
Are there any ideas listed here that you can’t live with? You don’t have to love them, but if you can’t live with them, please let us know.
Are there any ideas here that you can’t support publicly.
[If someone can’t live with or support an idea publicly, then it needs to be removed from the list. You may wish to open a short debate about the item before removing the item. At the end of this discussion, a list of common convictions for the group should be present.]

20. REDESIGNING InSAI SCHOOL COUNSELING Review and Revise GOALS
Indiana
Student
Achievement
Institute
InSAI
REDESIGNING
SCHOOL
COUNSELING
Review and Revise
GOALS