advances in school counseling: new paradigms, programs, and preparation gary l. troxell, ed.d...
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Advances in School Counseling: New Paradigms, Programs, and
PreparationGary L. Troxell, Ed.D
Lancaster Bible College
Kevin Wilkerson, Ph.D.Co-Director- School Counseling Program
University of Scranton
Presentation Objectives• Introductions
• School Counseling (R)evolution
• New Paradigms, Programs, and Preparation• Illustrations
• Looking Ahead• Resources• What next?
• Questions and Comments
Introductions
• A little about us
• A little about you
• Brief professional examples of best practices in School Counseling
School Counseling (R)evolution
• ASCA National Standards for Students (1997) http://ascamodel.timberlakepublishing.com/files/NationalStandards.pdf
• ASCA National Model (2003, 2005) http://www.schoolcounselor.org/files/Natl%20Model%20Exec%20Summary_final.pdf
• ASCA School Counselor Competencies http://www.schoolcounselor.org/files/SCCompetencies.pdf
• Evidence-Based Practice for School Counselors
The ASCA National Model
STUDENT AND SYSTEM FOCUSED SCHOOL COUNSELING
Moving From Programmatic Pieces to Intentional Integration
MentoringStudents
PhoneContact
StudySkillsGroup
SmallGroup
ClassroomGuidance Behavior
Management
Bully ProofingProgram
Tutoring
Typical Student-Focused School Counseling Program Activities
IndividualCounseling
Random Acts of Guidance
Ready! Fire! AIM!
MentoringStudents
PhoneContact
StudySkillsGroup
SmallGroup
ClassroomGuidance Behavior
Management
Bully ProofingProgram
Tutoring
Intentional Student-Focused School Counseling Programs
70% Attendance Rate for Low SES Students
IndividualCounseling
Data Driven Priorities
MentoringStudents
PhoneContact
StudySkillsGroup
SmallGroup
ClassroomGuidance Behavior
Management
Bully ProofingProgram
Intentional and Integrated Student-Focused School Counseling Programs
70% Attendance Rate for Low SES Students
IndividualCounseling
Data-Driven Priorities
AND EVIDENCE BASED PRACTICE
Intentional and Integrated Student Focused Interventions
Interventions IDENTIFIED, EVALUATED, EMPIRCIALLY SUPPORTED, AND designed to directly help students gain knowledge and skills in the areas of academic, career, and personal/social development in order to help them better navigate the educational system
LeadTaskForce
ReviewPractices
ReviewSchoolPolicies
DisaggregateData By
???
Advocatefor
TaskForce
Team With
Parents &Community
ReviewSchool
StructureAdvocateFor
Change
System-Focused School Counseling Programs
StudentFocus
Groups
LeadTaskForce
ReviewPractices
ReviewSchoolPolicies
DisaggregateData By
???
Advocatefor
TaskForce
Team With
Parents &Community
ReviewSchool
StructureAdvocateFor
Change
Intentional System-Focused School Counseling Programs
70% Attendance Rate for Low SES Students
StudentFocus
GroupsData-Driven Priorities
LeadTaskForce
ReviewPractices
ReviewSchoolPolicies
DisaggregateData By
???
Advocatefor
TaskForce
Team With
Parents &Community
ReviewSchool
StructureAdvocateFor
Change
Intentional and Integrated System-Focused Counseling Programs
70% Attendance Rate for Low SES Students
StudentFocus
Groups
Data-Driven Priorities
AND EVIDENCE
BASED
Intentional and Integrated System Focused Interventions
Interventions IDENTIFIED, EVALUATED, EMPIRICALLY SUPPORTED, AND designed to help the system (school) change in order to better meet the needs of the students.
Examples:•Change educator attitudes, expectations, & priorities•Reduce adult resistance to change•Change policy•Change practice
How Can School Counselors Do This Work?
Creating data-driven, evidence-based school counseling programs aligned with the school’s improvement plan serves students better
Taking a leadership role in schools helps bring about systemic change and alter student outcomes
Evidenced-Based Practice
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
Continuum of Strategies (RTII approaches)
DATA
ACTION PLANAll Students
Large group/Classroom
Small Group
Individual
Referral
Some Students
Few Students
A Student
NEW PARADIGMS, PROGRAMS, AND PREPARATION: ILLUSTRATIONS
Transcript Analysis
Identifying patterns in our own data to determine whether all of our students are participating in courses that will prepare them
for college and careers
Year Behind Proficient Advanced
2003 35.9% 49.2% 14.9%
2004 32.6% 52.0% 15.4%
2005 46.1% 41.4% 12.5%
2006 71.0% 22.9% 6.1%
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Behind Proficient Advanced
Perc
en
t o
f S
tud
en
ts
2003
2004
2005
2006
Percent of Students Behind, Proficient and Advanced in Math
Note: The level of proficiency is defined by the course the students are in. For example, in 9 th grade a student who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,and a student in geometry or algebra honors is considered advanced. A student not taking math is also considered behind.
All Students Behind Proficient Advanced
4.3 3.9 4.5 4.9
4.4 4.2 4.5 4.8
4.3 4.1 4.4 4.7
3.9 3.7 4.2 4.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
All Students Behind Proficient Advanced
Aver
ag
e N
um
ber
of
Co
lleg
e P
rep
C
ou
rses
2003
2004
2005
2006
Average Number of College-Prep Classes
The average should be at least 4.5 to be on trajectory to be College Ready graduation.
Note: The level of proficiency is defined by the course the students are in. For example, in 9 th grade a student who is in algebra is considered proficient, a student who is in general math or pre-algebra is considered behind,and a student in geometry or algebra honors is considered advanced. A student not taking math is also considered behind.
Master Schedule Analysis
Identifying patterns in course offerings, teacher distribution, class
sizes, and time efficiency in our schedules
Examination of the Master Schedule Analysis
Look for:
• Patterns in these charts and what they indicate
• Changes you may implement to ensure that students have access to career and college-ready courses and support
Distribution of Classes (Percent)
9 10 11 12
Math 39% 23% 20% 18%
ELA 32% 28% 22% 19%
Science 42% 23% 26% 9%
Social Studies 36% 25% 19% 21%
Foreign Language 48% 28% 21% 3%
Average 40% 25% 22% 14%
Of all math classes, what percent of them are 9th grade classes?
Enrollment:~ 1,800
Percent of College-Prep Classes by Subject
65% 67%
82%87%
100%
0%
20%
40%
60%
80%
100%
1
Pe
rce
nt
of
Co
lle
ge
-Pre
p C
las
se
s
Math ELA Science Social Studies Foreign Language
Math 65%
ELA 67%
Science 82%
Social Studies 87%
Foreign Language 100%
Percent of Courses that are College Prep
Of all science classes, what percent of them are college-prep classes?
LOOKING AHEAD
A Great School Guidance & Counseling Program
Key Points
1. A written mission statement exists and is used as a foundation by all counselors.
2. Services are organized so that all students are well served and have access to them.
3. The program operates from a plan for closing the achievement gap for minority and lower income students.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
4. The program has a set of clear measurable student learning goals and objectives established for academic, personal/social skills, and career development.
5. Needs assessments are completed regularly and guide program planning.
6. All student receive classroom guidance lessons designed to promote academic, social/personal, and career development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
7. The program ensures that all students have academic plans that include testing, individual advisement, long-term planning, and placement.
8. The program has an effective referral and follow-up system for handling student crises.
9. School counselors use student performance data to decide how to meet student needs.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
10. School counselors analyze student data by ethnicity, gender, and socioeconomic level to identify interventions to close achievement gaps.
11. School counselor job descriptions match actual duties.
12. School counselors spend at least 80% of their time in activities that directly benefit students.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
13. The school counseling program includes interventions designed to improve the school’s ability to educate all students to high standards.
14. An annual review is conducted to get information for improving next year’s programs.
15. School counselors use computer software to: (a) access student data; (b) analyze student data, and; (c) use data for school improvement.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
A Great School Guidance & Counseling Program
Key Points
16. The school counseling program has the resources to allow counselors to complete appropriate professional development activities.
17. School counseling priorities are represented on curriculum and education committees.
18. School counselors communicate with parents to coordinate student achievement and gain feedback for program development.
References: American School Counselor Association. (2003); Dimmitt, C, Carey, J. & Hatch, T. (2007).
What Next?
• Change hiring practices• Look for SC’s who can articulate a new vision for School
Counseling• Introduce new interview questions
• “How do you determine the impact of your work?”• “What processes do you use to identify achievement gaps and
remove barriers to learning?
• Conduct serious program audits and assessments• Rethink School Counselor professional
development
Questions and Comments
• Today’s Pp presentation will be available at www.papsa-web.org
• E-mail addresses• Gary- gtroxell@lbc.edu• Kevin- wilkersonk2@scranton.edu
Resources
American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author.
Dimmitt, C, Carey, J. & Hatch, T. (2007). Evidenced-based school counseling. Thousand Oaks, CA: Corwin Press.
The Education Trust - NCTSC (National Center for Transforming School Counseling )
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