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The Wisconsin Comprehensive School Counseling Program Model

The Wisconsin Comprehensive School Counseling Program Model. Jennifer Cody Core Counseling Support Team South Region North Division Complex Rm. 208B Phone: 267-4942 E-mail: codyj@milwaukee.k12.wi.us.

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The Wisconsin Comprehensive School Counseling Program Model

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  1. The Wisconsin Comprehensive School Counseling Program Model

  2. Jennifer CodyCore Counseling Support TeamSouth RegionNorth Division ComplexRm. 208BPhone: 267-4942E-mail: codyj@milwaukee.k12.wi.us

  3. Wis. Stat. sec. 121.02(1)(e) and Wis. Admin. Code sec. PI 8.01(2)(e), which requires the following: • The school district shall maintain a school board approved plan for the provision of a program of guidance and counseling services. • The program shall be developmentally-based and available to every pupil in every grade of the school district.

  4. Wis. Stat. sec. 121.02(1)(e) and Wis. Admin. Code sec. PI 8.01(2)(e), which requires the following: The program shall be: • Systematically planned by school counselors in collaboration with other licensed pupil services staff, teachers, parents, and community health and human service professionals, and • Provided by licensed school counselors in collaboration with other licensed pupil services staff, teachers, parents, and community health and human service professionals. • The program shall provide developmentally appropriate educational, vocational, career, personal, and social information to assist pupils in problem solving and in making decisions.The program shall include pupil appraisal, post-secondary planning, referral, research, and pupil follow-up activities.

  5. What do counselors do? vs. How are students different because of the school counseling program? Wong [2002]

  6. Comprehensive School Counseling Programsare based upon • National School Counseling Standards • ASCA National Model • Wisconsin Developmental Guidance Model

  7. The GOAL is to help all students: Learn about the world around them Learn about self And make meaningful connections between the two

  8. Outcomes include: • Increased student achievement K-12. • Increased collaboration among parents, community and school. • Increased post secondary school enrollments. • Decreased discipline problems and dropout rate. • Decreased last minute schedule changes.

  9. School Counseling in the Elementary School–Impact on Academic Achievement Hadley [1988] – Elementary guidance activities have a positive impact on student academic achievement Borders & Drury [1992] – School counseling interventions have a substantial impact on student educational development and improved school attendance Boutwell & Myrick [1992] – Counseling programming focused on school success and behaviors related to achievement: 83% showed academic improvement and 76% of those failing improved and passed classes Research on Counseling Effectiveness

  10. Research on Counseling Effectiveness • School Counseling in the Elementary School– Impact on Academic Achievement • Lee [1993] – Counselors have a positive impact on student achievement in Math with some improvement in Lang Arts. • Mullis & Otwell [1997] – Counselors can assist teachers in helping improve student academic performance • Sink & Stroh [2003] – Schools with comprehensive school counseling programs produced higher achievement test scores

  11. Research on Counseling Effectiveness • School Counseling in the Middle School– Impact on Academic Achievement • Gerler & Kinney [1985] – Underachieving students who received counseling services improved significantly in Math and Lang Arts • Watts & Thomas [1997] – Counselors do impact students academic performance including significant improvement in Lang Arts • Tobias & Myrick [1999] – Counselors demonstrated they could help students improve school grades and attendance • McElroy [2000] – Counselors directly support the schools academic mission • Lapan, Gysbers & Petroski [2001]– Schools implementing a comprehensive school counseling program have students earning higher grades

  12. Research on Counseling Effectiveness • School Counseling in the High School– Impact on Academic Achievement • Myrick [1987] – Developmentally-based programs promote student development and academic success. • Borders & Drury [1992] – Effective school counseling programs have a substantial impact on student educational development and improved attendance. • Lapan, Gysbers & Sun [1997] – Schools with more fully implemented comprehensive school counseling programs had students earning higher grades; more career and college information available; students better prepared for the future; more positive school climate; counselors promoting the school’s educational goals.

  13. Research on Counseling Effectiveness • School Counseling in the High School– Impact on Academic Achievement • Nelson, Gardner & Fox [1998] – Schools with more fully implemented comprehensive school counseling programs had students who took more advanced math and science courses; took more vocational/technical courses; had higher ACT scores on every scale of the test. • Mau, Hitchcock & Calvert [1998] - Counselors influence students futures by encouraging them to have higher expectations; student self-expectations increased over time. • Kaufman, Klein & Frase [1999] – Counseling services are one of the key elements in dropout prevention programs. • Schlossberg & Morris [2001] – Counselor led developmental guidance units help assist students in coping with the overwhelming transition to high school.

  14. Requires a new view of counseling in schools! From Position to Program A paradigm shift for education

  15. Includes all students Curriculum-driven Calendared time Delivered collaboratively by counselors, faculty, parents, and community members Owned and supported by the community Emphasis on at-risk students Crisis-driven “On call” approach to use of time Delivered only by counselors Owned by counseling staff only FROM: TO:

  16. Underlying Principles • All students are served and opportunities are provided for all grades K-12. • The curriculum is developed and delivered by counselors, faculty, and community. • Counselors’ time is calendared among the four components of the comprehensive school counseling program. • Parents are involved and the community helps deliver services. • The curriculum is standards-based and competency- driven.

  17. National School CounselingStandards Wisconsin Model Academic Standards for School Counseling Academic Domain Students develop lifelong learning skills. Career Domain Students engage in educational/career planning. Personal/Social Domain Students understand themselves and others.

  18. 4 Program Components School Counseling Curriculum Individual Planning System Support Responsive Services

  19. Program activities are calendared and the program starts on the first day of school and ends on the last day of • School. • A counselor time usage plan is followed. • The time usage plan is focused on the • developmental needs of all students. Calendaring

  20. Suggested Distribution of School Counselor Time • School Counseling Curriculum • Individual Planning • Responsive Services • System Support

  21. Program Component:School Counseling Curriculum Provides school counseling content in a systematic way to all students K-12. Purpose: Student awareness, skill development, and application of skills needed in everyday life

  22. School Counseling Curriculum • Career “All Work is Noble” • Personal/Social “ Character is Essential” • Academic “Learning is Lifelong”

  23. Curriculum Topics

  24. 15% 35% School Counseling Curriculum 40% 10% Curriculum: Through the Stages... • Character education • Anger management • Social skills • Conflict resolution • Developmental assets • Career exploration Elementary School

  25. 15% 35% 30% School Counseling Curriculum 20% Curriculum: through the stages... Middle School • Identify career clusters • Explore the relation between classes and career/career preparation • Research careers of interest • Develop an individual learning plan • Begin a career portfolio

  26. 35% 10% School Counseling Curriculum 20% 35% Curriculum: through the stages... • Develop cultural literacy • Explore careers and post-secondary training or education options • Identify learning styles and effective study skills • Create a resume • Generate a transition plan High School

  27. Program Component: Individual Planning Assists students in planning, monitoring, and managing their personal and career development. Purpose: Student educational and career planning, decision making, and goal setting

  28. Individual Planning • Assessment • Advisement • Transition Planning • Accommodations

  29. Individual Planning Student, parent, and counselor conferencing… “putting the pieces together.”

  30. 15% 35% 40% 10% Individual Planning Individual Planning • Accommodation Plans • Home/School Plans • Behavioral Contracts • Transition Plans Elementary School

  31. 15% 35% 30% 20% Individual Planning Student Education Career Planning Conference • Hopes and dreams • Individual Learning Plan • Co-curricular, extra-curricular, volunteer and community involvement Middle School

  32. 35% 10% 20% 35% Individual Planning • Individual Learning Plan • Multiple Intelligences • Learning Styles • PLAN Test • PSAT/ASVAB • Career Booklets Student Education Career Planning Conference • Review portfolio • Review transcript • Review class schedule and attendance • Review post-secondary and funding options High School

  33. Program Component: Responsive Services Addresses the immediate concerns of students. Purpose: Prevention and Intervention

  34. Responsive Services • Individual Counseling Sessions • Support Group Facilitation • Crisis Response • Coordination, referral and outreach with community agencies

  35. 15% 30% Responsive Services 15% 35% 40% Responsive Services 25% 10% 15% 30% 35% Responsive Services 30% 20% Responsive Services Time Allocation High School Elementary School Middle School

  36. Issues that CounselorsRespond to Family Issues Divorce Abuse Suicide Coping Depression Loss Drug/Alcohol Use or Abuse

  37. Program Component: System Support Includes program support activities. Purpose: Program delivery and support

  38. System Support • Public Relations • Community and Parent Involvement • Staff Development • Professional Development • Information Management Services

  39. 15% System Support 15% System Support 35% 30% 40% 10% 25% 10% System Support 30% 35% 30% 20% System Support Time Allocation High School Elementary School Middle School

  40. WCSCPM Connections

  41. Delivered By All • Counselor’s Role: To lead, facilitate, and provide direct services. • Others’ Roles: Other pupil services professionals may provide services; teachers may deliver curriculum; community partners may provide advisement and/or resources.

  42. Community Volunteers Post Secondary Personnel Classroom Teachers Support Staff Community/ School Liaison Local School Administrators Pupil Services Personnel Employers School Counselors School To Work Coordinators Delivered By All for All

  43. A fully implemented comprehensive school counseling program includes: A program orientation vs. a position orientation. 4 Components: School Counseling Curriculum, Individual Planning, Responsive Services, and System Support. Standards-based. A student development focus. Delivery by all for all. Community owned and supported. In Summary

  44. Judith Kuse Consultant - School Counseling Programs WI Department of Public Instruction P.O. Box 7841 Madison, WI 53707-7841 phone: 608-266-2820 fax: 608-266-3643 http://www.dpi.wisconsin.gov/sspw/counsl1.html

  45. Core Counseling Support TeamCaroline Williams-Curriculum and InstructionSharnissa Dunlap-Parker-East and MetroJill Smith-CentralRaphael Ford-West RegionMounir Corban-Northwest RegionJennifer Cody-South Region

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