1. The Wisconsin Comprehensive School Counseling Model (WCSCM)
Helping School Counselors Serve ALL Students
Gregg C. Curtis, PhD
School Counseling Consultant
Student Services/Prevention & Wellness Team
Wisconsin DPI
(Based on the previous work of Gary Spear)

2. Looking Back: The Wisconsin Developmental Guidance Model - WDGM (1997-2007)
Based Upon 9 Student Competencies:
connecting family, school, and work
solve problems
understand diversity, inclusiveness, and fairness
work in groups
manage conflicts
integrate growth and development
direct change
make decisions
set and achieve goals

3. Looking Ahead: The WCSCM
Incorporates “the best” of:
the ASCA National Model
National Consortium for State Guidance Leadership
The Educational Trust: Transforming School Counseling Initiative
National Career Development Guidelines
National Occupational Information Coordinating Committee
WDGM

4. Program Implementation
How do I make the change?
Building the Foundation
Planning the Program
Establishing Priorities
Designing the Program
Preparing for Implementation
Evaluating the Program

5. Program Implementation
Transition from a position approach to a program focus
Program of: BY ALL . . .FOR ALL
A program that encourages and promotes academic, career, and personal/social development for ALL students
A program with the goals of academic, personal/social, and career success for ALL students

6. WCSCM: . . .FOR ALL
The fundamental goals of comprehensive school counseling are twofold:
provide for student achievement and success;
increase the options that students perceive for themselves

7. FROM “Position”: TO “Program”:
Emphasizes at-risk students
Crisis-driven reactions
Use of time = Counselor “on call” approach
Delivered only by counselors
Counseling staff owned
Includes all students
Balance of Curriculum-driven prevention & interventions
Calendared time
Collaborative effort between counselor, faculty, parents, and community
Community owned and supported
This shift requires that counseling move
(click) From an emphasis on at risk youth (click) to serving all students K-12.
(click) From crisis driven (click) to curriculum driven.
(click) From an on call approach to use of time (click) to calendared time.
(click) From being delivered by counselors only (click) to a collaborative effort between counselors, faculty, parents, and community.
(click) Owned by counselors only (click) to becoming community owned and supported.

8. Calendar and Time

9. 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
System Support: professional development, consultation, collaboration, program management

10. WCSCM Academic Standards
Content Standards (A - I)
Standards A, B, & C = Academic Development
Standards D, E, & F = Personal/Social Development
Standards G, H, & I = Career Development
Core Performance Standards (Grades 4, 8, 12)
Grade Specific Benchmark
Examples: A.4.3.1, D.8.3.1, I
Content Standard
Grade Level & Core Performance Standard
Grade Level Benchmark

11. Standard H = 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.
Grade Level - H.8.1.5: Develop an individual learning plan to enhance educational achievement and attain career goals.

12. WCSCM Academic Standards

13. Model Academic Standards – 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

14. Model Academic Standards – Three Domains (Cont.)
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.

15. Model Academic Standards – Three Domains (Cont.)
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.

16. Individual Learning Plan
Students will:
engage in the process of evaluating their interests, skills, and values;
investigate the inter-relationship of educational achievement, life goals, career planning, training and placement;
evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels;
propose career options and set goals
create an Individual Learning Plan to reach those goals

17. ILP Core Components Collaboratively Developed
Curricular Domains Addressed
Academic
Career
Personal/Social
Intentional Sequence of Study = Graduation
Provides Opportunities for Self/Career Exploration
Includes Extracurricular/Off-campus Experiences
Is Reviewed and Maintained Regularly
Portfolio / ePortfolio

18. Student ILP Contents Include: INTENTIONAL COURSE SEQUENCE
STUDENT CLASSIFICATION
STUDENT GRADUATION ELIGIBILITY
COURSE OFFERINGS
ACTIVITY ELIGIBILITY
COURSE DESCRIPTIONS
SCHEDULE CHANGES
HONORS/AP/DUAL CREDIT OR
ARTICULATED COURSES
ADVISORY/DELIVERY SYSTEM
INDEPENDENT STUDY COURSES
GRADE POINT AVERAGES
EXPLORE-PLAN-ACT-WORKKEYS
CAREER EXPLORATION
SUMMER SCHOOL EXPERIENCE
WORK TO LEARN EXPERIENCE
AREA TECHNICAL SCHOOL PROGRAMS
EXTRACURRICULAR ACTIVITIES
PHYSICAL/MENTAL WELLNESS PLAN

19. Individual Learning Plan
ILPs use technology to enhance access, provide tools, and supply organizational templates.
ILPs meet benchmarks within the WCSCM Academic, Personal/Social, and Career Content Standards.
ILPs take into account what happens to students outside the walls of the school building.
ILPs provide both process and product for students to use. These combine to open unique educational and career opportunities.

20. Individual Learning Plans
Students will investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; and propose career options based on their Individual Learning Plan.

21. Ed/Career Planning Conferences: The Process…
Conferencing is a process that:
involves activities planned and directed by school counselors
facilitates communication between students, parents, and the school
assists students in planning, monitoring, and managing their own learning, as well as their personal and career development
encourages students to be engaged in their education
provides opportunities to set and evaluate educational, career, and life goals

22. Ed/Career Planning Conferences: The Mission…
The WCSCM’s defined mission for Educational/Career Planning Conferences is to:
Require the school counselor(s) to provide curricular opportunities for all students in the areas of academic, personal/social and career development.
Impact all students in the most effective manner concerning the importance of career decision making and planning for life after high school.
Involve the school (student and counselor(s)), parents, and the community (business and industry) in the conferencing process and activities.

23. Ed/Career Planning Conferences: The Elements…
Common elements of an effective conferencing process include:
School Counseling Curriculum
Individual Assessment Materials
Student Individual Learning Plans
Resources and Options
Framework

24. Ed/Career Planning Conferences: The Benefits…
Students take responsibility for their future
Students and parents gain insight into student’s growth and development
Parents feel more informed and involved
Students and parents are motivated to be involved earlier in post-secondary planning
Student apprehension about school and future goals is reduced
A connection is developed between school, parents, and students to ensure academic success

25. Impact of WCSCM
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.

26. Accountability/Evaluation
Program Audit
Counselor Performance
Program Evaluation
Student Progress
Advisory Committee
For more detailed information on Accountability, see Powerpoint presentation dedicated to this topic