Intro to school counseling Final
mission statement
provides school counseling program focus and direction and aligns with the school's mission
referrals
recommendations made by school counselors to guide students and parents to school or community resources for additional assistance or information
aggregate data
refers to numerical and non numerical information. 1- collected from multiple sources and/or on multiple measures, variables, or individuals and 2- compiled into data summaries or summary reports, typically for the purpose of public reporting or statistical analysis ex- examining trends, making comparisons, revealing information and insights that would not be observable when data elements are viewed in isolation
multi-tiered
refers to the process of providing interventions that vary in focus and intensity aligned with individual student's needs
Deliver
to organize and implement components of the ASCA national model, particularly direct student services (Counseling, instruction, appraisal, and advisement) and indirect student services (collaboration, consultation, and referrals)
Student success
a broad term for accomplishment in student, achievement, attendance and discipline
program
a coherent sequence of instruction based upon a validated set of standards and competencies
research informed
a concept or strategy informed by relevant research but not yet subjected to rigorous analysis to be deemed evidence based
professionalism
adherence to ethical, legal, and professional standards developed by states and national school counseling organizations
instruction
the delivery of information to students with the intent to foster positive change in student knowledge, attitude, and skills
Manage
to organize and allocate resources to best address goals, strategies, and activities of the school counseling program
Appropriate activities for school counseling
- advisement and appraisal for academic planning - orientation, coordination and academic advising for new students - interpreting cognitive, aptitude and achievement tests - providing short -term individual and small-group counseling services to student - analyzing grade-point averages inrelationship to achievement -consulting with teachers to schedule and present school counseling curriculum lessons based on developmental needs and needs identified through data -interpreting student records - consulting with teachers about building classroom connections, effective classroom management and the role of noncognitive factors in student success - protecting student records and information per state and federal regulations - advocating for students at individual education plan meetings, student study teams and school attendance review boards, as necessary - consulting with the school principal to identify and resolve student issues, needs and problems
Manage section program focus
- beliefs - mission statement -vision statement
inappropriate activities for school counselors
- building the master schedule - coordinating paperwork and data entry of all new students - coordinating cognitive, aptitude and achievement testing programs - performing disciplinary actions or assigning discipline consequences - Long term counseling - covering classes - coordinating school wide individual education plans, student study teams, response to intervention plans, MTSSand school attendance review boards -keeping clerical records - assisting with duties in the principal's office - serving as a data entry clerk
The use of data helps
- monitor student progress - identify students who are having difficulties or discipline problems -identify barriers for learning - understand factors affecting student behaviors -identify access and equity issues - close achievement opportunity and attainment gap - assess the effectiveness of school counseling programs - improve, modify, and change services provided to students - educate stakeholders about the power of school counseling
what are the primary data types?
- participation data - mindsets and behavior data - outcome data
participation data
answers the question: who participated in this activity how many students were affected by this program how much time was devoted to the program how many sessions were conducted ex- 243 of 250 students participated in three career awareness lessons 450 9th graders completed the anti bullying program
Vision Statement
A succinct, agreed upon assertion of what school counselors hope to see for students five to 15 years in the future.
Program focus: Vision Statement
An effective vision statement - creates a clear picture of success for all students - describes the future world where student outcomes are successfully achieved - states the best possible outcomes desired for all students that are 5-15 years away - aligns with the school and district vision statements implementation steps- 1. consider how school counseling beliefs influence vision statement development 2. create a school counseling vision statement describing a future world where students outcomes are successful achieved 3. communicate the vision of the school counseling program to administrators, teachers and stakeholders. leadership - just by creating a vision statement you are motivating followers to accomplish the goals advocacy - vision statement presented to administrators
performance appraisal
annual review of school counselor performance that evaluates personal and professional performance and contributions to the design, implementation and assessment of the school counseling program; may be used for contract status recommendations and indicate summative evaluation of school counselor effectiveness
non-school counseling activity
any activity or duty not related to the design, implementation or assessment of the school counseling program
disaggregated data
Data separated into component parts by specific variables such as ethnicity gender and socioeconomic status
baseline data
Initial collection of data which serves as a basis for comparison with the subsequently acquired data.
ASCA mindset and behaviors for student success
K-12 college and career readiness standards for every student: research based statements of the knowledge, attitudes, and skills students need to achieve academic success, college and career readiness and social emotional development
school counseling curriculum
K-12 course of study presented systematically through structured, developmental classroom, group and individual activities designed to assist students in attaining the ASCA mindsets and behaviors for student success.
annual data review
Knowledgeable and skilled school counselors contribute to data discussions guide school priorities align the school counseling program with the identified priorities Based on data analysis, the school counselor determines what gaps exist which students need more support which goals the school counseling program is willing to devote resources
evidence based
any concept or strategy derived from or informed by objective evidence, most commonly, educational research or metrics of school, teacher and student performance
social-emotional development
Maximizing each students individual growth and social maturity in the areas of personal management and social interactions
collaboration
Process in which multiple individuals work toward a common goal and share responsibility for the associated tasks. • Teaming and partnering • School/district committees • Parent workshops • Community partnerships • Crisis response
indirect service consultation
Providing information, opinions & recommendations to individuals who can support a student's need, such as: • Sharing strategies that support student success • Advocating for students to promote academic, career and social/emotional development Seeking information from an expert about student needs, such as: • Educational experts • Legal experts • Mental health experts
Advisory council
Representative group of stake holders selected to review and provide feedback on the school counseling program implementation
deliver
School counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor's interaction with others.
Smart Goal
Specific, Measurable, Attainable, Research oriented, and Time-bound the asca goal template - by june 2020 students with 2 fs will increase their grades by 50% from 50 to 25
Manage detailed
To deliver effective school counseling activities, the school counseling programs must effectively be manged. The manage component of the ASCA national model provides organizational tools and assessments designed to guide, target, structure and construct a school counseling program to get results. the programs are developed and defined by student needs. Provides organizational tools & assessments to: guide, target, structure, construct a school counseling program to get results help school counselors develop, implement and assess the school counseling program based on clearly defined priorities reflecting student needs
referrals indirect services
When student needs support beyond short-term services or counseling • School counselor's ethical duty to refer • Links students and parents to school or community resources for additional assistance or information Examples may include referrals to: • Tutoring • College planning websites • Employment training • Community mental health agencies
Annual data review
a data review examines school achievement, attendance and discipline data it is important to know this data because it shows gaps, and which students need more support and where to allocate resources. collecting data can also help see where the program needs improvement or provide a better understanding of the program. the following data helps school counselors understand the needs of all students- achievement gaps: - students with 2 or more F's during the grading period - students off track graduation - subgroups under performing attendance gaps: - daily attendance by subgroups or individual - student absent more than a specific number discipline gaps: - discipline referrals during a certain time frame - students with with discipline referrals based on a number - percentage based on subgroup implementation steps: - assess student information system - determine what works and what does not - highlight areas of need - identify patterns - compare data with other schools - ask who can help me - make goals -discussion with admin - disaggregate data and use supplemental methods to understand
Action Research
a disciplined process of inquiry conducted by and for those taking the action. the primary reason for engaging in action research is to assist the "actor" in improving and/or refining his or her actions
Closing the gap action plan/results
a guide used to address academic, attendance, or disciplinary discrepancies between students. gaps can change from year to year the closing the gap action plan report includes detailed plans on how the gap will be closed including: - the goal statement - selected mindset and bx - survey item for measuring attainment of selected mindset and bx - a variety of activities and measurement - a data collection plan addressing participation, mindset and bx and outcome data the closing the gap action plan report allows for the creation of intervention including both direct and indirect services to support students and work with those who hold the potential to influence students ex- student strategies may include relevant lessons in classroom settings a specific small group experience, individual counseling appraisal and advising. implementation data - design- mindset and bx targeted lessons for students with Gaps document- implement- pre and post test
annual calendar
a schedule of school counseling program activities maintained by the school counseling staff and distributed to administrators, teachers, other school staff, students and families.
ASCA school counselor professional standards and competencies assessment
a self report instrument used to measure a school counselor's knowledge, attitudes, and skills related to school counseling profession
weekly calendars
a weekly calendar provides a detailed plan of the school counselors activities for the week. can change due to crisis but it is an effective tool to stay in program weekly calendar activities include - classroom lessons, group and individual counseling, meeting with students, special events, consultations, data analysis, committee and fair-share responsibilities
SMART goal
a well established format used to plan and achieve a goal. stands for Specific Measurable Attainable Relevant Time-bound
ASCA national model
assess -program assessment - school counselor assessment and appraisal deliver direct and indirect student service define student standards professional standards manage program focus and program planning
outcome data detailed
answers the question " how did the learning affect the student's achievement, attendance and discipline? helps understand the impact an activity had, data is collected through various sources. elementary - promotion rates, reading levels, standardized tests, number of days, absent, discipline referrals, loss of instructional minutes middle- discipline referrals, standard tests, number of days absent, GPA high school - credits earned, GPA, track to graduate, drop out rate, discipline referrals, standardized test scores. outcome data demonstrates the impact of their activities on students ability to utilize their non cognitive abilities to improve their their achievement, attendance, and discipline
Program focus: Beliefs
beliefs matter they are personal and individual and they are derived from our background, culture and experiences. examining and reflecting our beliefs about students,families, teacher, and education is important. by not examining or beliefs we are more likely to have biases which can lead to inequity services. need to reflect on our personal limitations and biases to ensure equity and program focus. School counselors must adopt this mindset M 1. Every student can learn, and every student can succeed. M 2. Every student should have access to and opportunity for a high-quality education. M 3. Every student should graduate from high school prepared for postsecondary opportunities. M 4. Every student should have access to a comprehensive school counseling program .M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other schoolstaff and education stakeholders .M 6. School counselors are leaders in the school, district, state and nation. M 7. Comprehensive school counseling programs promote and enhance student academic, career and social/emotional outcomes. in order to do that they must 1. analyze personal, school and district beliefs about student success 2. adopt ASCA School Counselor Professional Standards & Competencies mindset and behavior 3. Analyze the schools vision and mission 4.compose a personal statement about students,families, teacher, and education that is consistent with the schools
domains
broad areas of knowledge base (academic, career, social/emotional) that promote and enhance the learning process
leadership
capacity or ability to guide others, school counselors use leadership skills to design, implement and assess a school counseling program
systematic change
change affecting the entire systems; transformational, change affecting more than an individual or series of individuals; focused upon the dynamic of the environment, not the individual
use of time
counselors should spend 80% of their time in direct and indirect services to students 20% used for school support services and program management, assessing tasks the use of time calculator provides a snapshot of how counselor spend their time in counseling and non-counseling activities recommended to use the use of time calculator at least 2 times each year
Program focus: Mission Statement
creates one focus or purpose - the school counseling mission should align with the schools an effective mission statement should: - create a clear focus for the school counseling program to reach the vision - describes the school counseling programs overarching focus or purpose - aligns with the schools mission statement and may show linkages to district and state departments of education mission statements - emphasizes equity, access, and success for every student - emphasizes long- range results desired for all students, implementation steps- 1. create a mission statement aligned with the school districts and state 2. communicate the mission statement to stake holders
Program planning: Data
data informed school counseling: school counseling program focus and directions are based on student needs that are determined by data. counselors must learn how to work with data. A data informed school counselor - consistently reviews school data to discover trends and inequities in student achievement, opportunities and attainment - student needs are discovered through attendance, disciplinary, academic performance - further uses date to discover if the intervention was useful
data-informed
decisions concerning future actions are based on information, survey reports, assessment, statistics and other forms of data
primary data types
defines the who- how many students are participating, how often they participate and for what length of time (participation data) what- the attitudes, knowledge and skills as identified by the asca mindset and behaviors taught to student (mindset and bx) why - the impact of instruction, advisement appraisal and counseling on achievement attendance and discipline (outcome data) tracking data types allows counselors to know - each and every student is being served - which students may need more support because of issues of equity and social justice - what to share with stakeholders summarizing the who,what and why of the school counseling program
Action Plans (2)
design instruction based on the ASCA mindset and behaviors in classroom and large/small group settings facilitated through action plans - Classroom and group mindset and behaviors action plan - closing the gap plan both - scope, focus, timing, and setting of planned instruction - have the following information: participants selected for each activity based of data , description of activity, specific setting for the activity, selected mindset or behavior standard for each activity, timing of activity closing gap plan/results identifies: - specific goal to be addressed - intended methods of assessing school success using participation, mindset and bx and outcome data -intended impact measurable action plans are working documents and can be adjusted at any moment
Achievement gap
disparities in academic performance or educational attainment between groups of students
beliefs
ideas, values, philosophies, viewpoints regarding a particular topic or concept
Supplemental information gathering
identify data then gather more background information about contributing factors supplemental methods help counselors collect important information from students and stake holders and provide context on what is contributing to identified needs. methods include- conversations, interviews, needs assessment, climate surveys, and opinion surveys. for example- timmy is missing school because he is having problems with the teacher or janet is doing bad at school because her parents are splitting up.
direct services
in person interactions with students -instruction - appraisal - advisement - counseling to help students develop Attitude skills and knowledge
outcome data
information related to achievement, attendance, and discipline that shows how students are measurably different as a result of the school counseling program
performance data
information showing which students were involved in which counseling activities, such as numbers of students served, how much time was devoted to specific activities and how many sessions were conducted
mindset and behaviors data
information that shows what progress students have made toward attaining the ASCA mindset and behaviors standards
school data summary
it is a template that guides school counselors to review school data and helps establish annual school counseling priorities. school counselors should identify the following: 1. who in the building can help access, collect, and understand school data 2. what are the school's annual improvement plan goals 3. what trends are evident across multiple years of data 4. how does the schools data compare to the schools district or state 5. what other data do i need 6. which prioritized data points will guide your school counseling program template I did with tina
Annual student outcome goal
measurable statements defining how the vision and mission would be accomplished and guiding the development of classroom group and closing the gap action plans
school counseling program assessment
measurement of the school counseling program on the components of the ASCA national model to guide future actions with in the program and to improve future results for the student
NON-counseling duties
non counseling duties take away from the valuable time from implementing a school counseling programs that meets student's needs. attempt to resign non counseling duties
hatching results conceptual diagram
participation/process data: who what where when and why mindset and behaviors- ASK leads to behavior change outcome data: attendance, gpa, disciplinary, etc.
learning strategies
process and tactics used to aid in the cognitive work of thinking remembering or learning
Advisement
process through which school counselors and students explore educational opportunities and demands in which with in the institution and make decisions about future plans based on academic, career, and social/emotional data.
appraisal
process through which school counselors work with students to analyze and assess their abilities, interests, skills and achievement
Counseling
professional assistance, support and instruction provided to an individual utilizing a variety of techniques, provided by a specifically trained professional
Best practice
professional procedures that are accepted or prescribed as being correct or most effective
calendar
school counselors develop and publish calendars for school counseling events in order to inform students, parents and teachers about events and activities - advocacy tool and accountability tool - protect needed time for events a well developed calendar is a powerful public relations tools time and though in the following areas can make calendars a useful tool - format for ease of understanding - consistency in timing and distribution method (monthly, weekly, annually) - attractiveness of the design, color - grade levels, dates and activities - distribution - comparison with calandar and actions
direct service advisement
school counselors make recommendations based on appraisal of tests, inventories and other data • helps students makes decisions for their future • inspires students to realize full potential Example: school counselor makes recommendations for appropriate course selection or program of study.
annual calendar detailed
school counselors use the annual calendar to prioritize and communicate school counseling program priorities. the school counseling program only has one annual calendar that includes major counseling activities. the annual calendar should include activities such as - school counseling classroom activities - back to school night - open house -student /parent/teacher meetings - career or college nights - evening activities provided by the community organizing the calendar by months is helpful and posting the monthly calendars online can be helpful as its an effective tool that brings participation
Direct service appraisal
school counselors work with students to analyze and assess their abilities, interests, skills and achievement • focus is on a student test, inventory or other data • school counselor provides interpretation, evaluation, and feedback • leads to development of academic, career and/or social/emotional plans Example: analysis of completed interest inventory to inform student's selection of a career pathway.
indirect services
services provided on the behalf of students as a result of the school counselors interactions with others - collaboration - consultations - referrals to create equity and access for all
non cognitive skills
sets of behaviors, skills, attitudes, and strategies that are crucial to academic performance in class but they may not be reflected in scores on cognitive tests.
mindset and behavior data
show the student progress made in attempting to reach the mindset and bx standards answers the ? what did students learn through participation in school counseling activities data collected through self reports of students. measure students attitude, knowledge, and skills bx- Behavior Standards - These behaviors are visible, outward signs that a student is engaged and putting forth effort to learn. The behaviors are grouped into three subcategories .a. Learning Strategies: Processes and tactics students employ to aid in the cognitive work of thinking, remembering or learning. b. Self-management Skills: Continued focus on a goal despite obstacles (grit or persistence) and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures (delayed gratification, self-discipline,self-control). c. Social Skills: Acceptable behaviors that improve social interactions, such as those between peers or between students and adults. Mindset Standards - Includes standards related to the psycho-social attitudes or beliefs students have about themselves in relation to academic work. These make up the students' belief system as exhibited in behaviors. Mindset data ex- 75% of students report/believe they can pass the end of the year test. 83% of students are willing to engage in challenging tasks behaviors data ex- can ___verb__ 88% of students can write smart goals 77% if students seek adult help
competencies
specific, measurable expectations that are attained while making progress toward a standard
Annual student outcome goals pps 504
statements identifying the measurable impact that school counseling programs will have on student achievement, attendance or discipline , based on school data and focus attention on issues related to closing a gap. annual student outcome goals -are based on school outcome data - promote improved student achievement, attendance and discipline - give focus to the school counseling program - are written to be implemented at the beginning of the school year - are written using the ASCA SMART goal template
ASCA Ethical standards for school counselors
statements of ethical behavior necessary to maintain the highest standard of integrity leadership and professionalism
ASCA school counselor professional standards and competencies
statements of the knowledge, skills and attitudes school counselors need to meet the professions rigorous demands
collaboration
the act of working together with other people or organization to create or achieve a common goal
Classroom and group mindset and behaviors action plan
the delivery of school counseling activities based on services to improve student achievement, behaviors, and attitudes. the template helps counselors create and effective plan to teach students the knowledge, attitude and skills appropriate to their development completing the plan ensures: - a systematic approach is used to provide all students access to specific school counseling program activities - targeted ASCA mindset and bx are adequately and appropriately addressed - activities and services are thoughtfully scheduled - optimal settings for delivery is identified result report - documenting specific assessment of selected classroom, group activities, and intervention implementation steps classroom lesson: - design: select the mindset and behaviors - document: result report - implement: direct services implementation steps small group: - design: based on data school counselors identify students in a subgroup who need help and then select the mindset and behaviors - document: result report - implement: curriculum materials and activities
crisis response
the immediate and follow up intervention necessary to meet urgent needs and prevent situations from becoming more severe
use of data
the process of analyzing and acting upon data to improve student achievement, attendance and discipline, and the school counseling program; essential to ensuring all students receive the benefits of a school counseling program.
consultation
the process of seeking or providing additional information, opinions, and recommendation with an expert.
Fair share responsibilities
the routine running of school responsibility that all members of the school staff take equal turns doing to ensure the schools smooth operation
best education practice
the wide range of individual activities, policies, and programmatic approaches to achieve positive change in student attitudes or academic behaviors
MTMDSS Multi tier multidimensional
tier 1- large group the whole school assembly direct core curriculum district and school activities tier 2 small group consultation and collaboration tier 3 referral to resources individual counseling Tier 1 ● High School Readiness Unit ○ HS & Beyond Lesson (Calculating GPA, Credits & HS Grad. vs. A-G Requirements) ○ California Colleges Lesson on CTE Pathways, Career Exploration & Goal Setting ○ High School Course Options Lesson ○ 8th Grade Field Trip to Corona High School Tier 2 ● SMART Goal Lesson with all 8th graders with a CUM GPA of 2.0 or below ● Growth Mindset Group ○ students with low growth mindset/self efficacy scores on Panorama Survey ● Rescue A Generation Success Club Small Group ○ discipline referrals ○ GPA ○ Attendance ● Individual meetings - where they are, where they need to be ○ Individual Solutions Strategies Monitoring (goals) Tier 2 ● Tutoring Invitations ● Academic Saturday School invitations
Define
to delineate school counseling professional practice using standards and competencies unique to the profession
Assess
to determine progress or quality of the school counseling program, particularly to guide future action within the school counseling program and to improve future results for students.
use of time calculator
tool designed to help school counselors determine how much time is spent in the design, implementation, and assessment of the school counseling program rather than non -counseling activities
equity
treated fairly, educational equity occurs when educators provide all students with the high quality instruction and support they need to reach and exceed a common standard
results reported
written presentation of the outcomes of school counseling program activities; contains participation, mindset and behaviors and outcome data
annual administrative conference
yearly meeting between the school counselor and administrator in charge of the school counseling program designed to discuss and reach agreement upon the school counseling program's organization and focus.
classroom and group mindset and behaviors action plan slide
• Participants selected for each activity based on school data • Specific setting for each activity • Selected ASCA Mindsets & Behaviors for each activity
Counseling direct service
• Professional assistance and support provided to a student or small group of students -Transition - Heightened stress - Critical change - Other situations impeding student success • Short-term • Based on counseling theories and techniques effective in school setting • Focused on promoting academic, career and social/emotional development • ASCA Mindsets & Behaviors focus the counseling process
direct service instruction
• Teaching the school counseling curriculum to students - Helps all students maximize their potential - Enhances academic, career, and social/emotional development • Focused through ASCA Mindsets & Behaviors - Intentionally selected to improve academics, attendance & discipline • Curriculum is planned, written instructional program: - Comprehensive in scope - Preventive in nature - Developmental in design • Occurs in classrooms, large and small groups, or individually
lesson plans
• what will be delivered • to whom it will be delivered • how it will be delivered • how student attainment of the lesson's plans goals will be evaluate
