Presentation on theme: "The Wisconsin Comprehensive School Counseling Model (WCSCM)"— Presentation transcript:
1 The Wisconsin Comprehensive School Counseling Model (WCSCM) Helping School Counselors Serve ALL StudentsGregg C. Curtis, PhDSchool Counseling ConsultantStudent Services/Prevention & Wellness TeamWisconsin 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 worksolve problemsunderstand diversity, inclusiveness, and fairnesswork in groupsmanage conflictsintegrate growth and developmentdirect changemake decisionsset and achieve goals
3 Looking Ahead: The WCSCM Incorporates “the best” of:the ASCA National ModelNational Consortium for State Guidance LeadershipThe Educational Trust: Transforming School Counseling InitiativeNational Career Development GuidelinesNational Occupational Information Coordinating CommitteeWDGM
4 Program Implementation How do I make the change?Building the FoundationPlanning the ProgramEstablishing PrioritiesDesigning the ProgramPreparing for ImplementationEvaluating the Program
5 Program Implementation Transition from a position approach to a program focusProgram of: BY ALL . . .FOR ALLA program that encourages and promotes academic, career, and personal/social development for ALL studentsA program with the goals of academic, personal/social, and career success for ALL students
6 WCSCM: . . .FOR ALLThe 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 studentsCrisis-driven reactionsUse of time = Counselor “on call” approachDelivered only by counselorsCounseling staff ownedIncludes all studentsBalance of Curriculum-driven prevention & interventionsCalendared timeCollaborative effort between counselor, faculty, parents, and communityCommunity owned and supportedThis 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.
9 WCSCM Delivery System Four Components School Counseling Curriculum: classroom, curriculum development, group activities, parent workshopsResponsive Services: individual & small groups, crisis, consultations, referralsIndividual Student Planning: individual & small group appraisal or advisementSystem Support: professional development, consultation, collaboration, program management
10 WCSCM Academic Standards Content Standards (A - I)Standards A, B, & C = Academic DevelopmentStandards D, E, & F = Personal/Social DevelopmentStandards G, H, & I = Career DevelopmentCore Performance Standards (Grades 4, 8, 12)Grade Specific BenchmarkExamples: A.4.3.1, D.8.3.1, IContent StandardGrade Level & Core Performance StandardGrade 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.
13 Model Academic Standards – Three Domains Academic DomainCore Content Standards: A, B, CA: 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 optionsC: 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 DomainCore Content Standards: D, E, FD: 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 DomainCore Content Standards: G, H, IG: 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 goalscreate an Individual Learning Plan to reach those goals
17 ILP Core Components Collaboratively Developed Curricular Domains AddressedAcademicCareerPersonal/SocialIntentional Sequence of Study = GraduationProvides Opportunities for Self/Career ExplorationIncludes Extracurricular/Off-campus ExperiencesIs Reviewed and Maintained RegularlyPortfolio / ePortfolio
18 Student ILP Contents Include: INTENTIONAL COURSE SEQUENCE STUDENT CLASSIFICATIONSTUDENT GRADUATION ELIGIBILITYCOURSE OFFERINGSACTIVITY ELIGIBILITYCOURSE DESCRIPTIONSSCHEDULE CHANGESHONORS/AP/DUAL CREDIT ORARTICULATED COURSESADVISORY/DELIVERY SYSTEMINDEPENDENT STUDY COURSESGRADE POINT AVERAGESEXPLORE-PLAN-ACT-WORKKEYSCAREER EXPLORATIONSUMMER SCHOOL EXPERIENCEWORK TO LEARN EXPERIENCEAREA TECHNICAL SCHOOL PROGRAMSEXTRACURRICULAR ACTIVITIESPHYSICAL/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 counselorsfacilitates communication between students, parents, and the schoolassists students in planning, monitoring, and managing their own learning, as well as their personal and career developmentencourages students to be engaged in their educationprovides 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 CurriculumIndividual Assessment MaterialsStudent Individual Learning PlansResources and OptionsFramework
24 Ed/Career Planning Conferences: The Benefits… Students take responsibility for their futureStudents and parents gain insight into student’s growth and developmentParents feel more informed and involvedStudents and parents are motivated to be involved earlier in post-secondary planningStudent apprehension about school and future goals is reducedA connection is developed between school, parents, and students to ensure academic success
25 Impact of WCSCMAs 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 AuditCounselor PerformanceProgram EvaluationStudent ProgressAdvisory CommitteeFor more detailed information on Accountability, see Powerpoint presentation dedicated to this topic