N o v e m b e r 2 0 1 5
ConVal School Counseling
Framework
Table of Contents
ConVal School Counseling Program ... 4
Introduction ... 4
2015-‐2016 ConVal School Counseling Team ... 5
Why We Are Not Guidance Counselors ... 6
Rationale for a School Counseling Program ... 6
Three Tier Interventions ... 8
Student Support Team / Individual Support Team ... 8
Job Descriptions ... 8
Elementary School Counselors ... 9
Middle School Counselors ... 9
High School Counselors ... 10
Student Assistance Counselors ... 11
ASCA National Model ... 12
Leadership ... 13
Collaboration ... 13
Advocacy ... 13
Systemic Change ... 13
Foundation ... 14
Mission Statement ... 14
Vision Statement ... 14
Beliefs ... 15
Professional Competencies ... 15
State of New Hampshire Minimum Standards for School Counselors ... 15
ConVal School Counselor Performance Standards ... 16
ACSA School Counselor Competencies ... 17
Ethical Standards for School Counselors ... 17
Student Competencies ... 17
State of New Hampshire Minimum Standards for Students ... 17
Management System ... 19
Program Assessment ... 19
Annual Agreements ... 19
Advisory Council ... 19
Distribution of Time ... 19
Data ... 20
Calendars ... 20
Delivery System ... 20
Direct Student Services ... 20
School Counseling Core Curriculum ... 20
Individual Student Planning ... 21
Responsive Services ... 21
Indirect Student Services ... 21
Accountability ... 22
Program Evaluation ... 22
ConVal School Counseling Program
Introduction
In April of 2013, the ConVal K-‐12 School Counseling team began an extensive program review with a representative from the American School Counselor Association (ASCA). We began with an ASCA National Model School Counseling Program Assessment that aligns with the ASCA National Model (3rd Edition). We identified how the ConVal School Counseling program meets the criteria and included recommendations for next steps.
The ASCA National Model is composed of four components: Foundation, Management, Delivery, and
Accountability. This framework document is designed to provide information on each component in relationship to the ConVal School District.
By March of 2014, the counseling team developed a cohesive and comprehensive school counseling program, and began the process of using data to drive program development. As a result of this assessment, several improvements were made to the K-‐12 program, including the use of time assessments, an advisory council, comprehensive classroom guidance curriculum, shared program calendars, defined roles and expectations, revised counselor competencies and job descriptions, and clear student standards and competencies.
From this realignment came initiatives such as a district-‐wide suicide assessment tool, involvement in the Monadnock Community Hospital Behavioral Health and Substance Use Task Force, The Council for Healthier Communities, and implementation of tier three interventions such as Rehabilitation for Employment, Natural Supports, Education and Work (RENEW).
This following framework is designed to encourage the academic, personal/social and career growth of all students as a means of preparing them for the demands of 21st century learning expectations. We use this framework to ensure that all ConVal students leave our district career and citizenship ready.
The team is thankful to Dr. Carol Kaffenberger from the American School Counselor Association for her support and guidance.
2015-‐2016 ConVal School Counseling Team
Holly Bly, M.Ed.
Student Assistance Counselor ConVal Regional High School
Nina Boyle, MACP, NCC School Counselor
South Meadow School, Hancock, and Temple Elementary Schools
Kim Varney Chandler, MA Director
ConVal Regional High School
Emily Daniels, MA, MBA Student Assistance Counselor ConVal Regional High School
Deborah Dionne, MSW School Counselor South Meadow School
Rebecca Dunn, M.Ed. School Counselor
Peterborough Elementary School
JoAnn Fletcher, MA School Counselor
ConVal Regional High School
Jennifer Geaumont, MS Transition Coordinator ConVal Regional High School
Laura Gourlay, M.Ed. School Counselor Great Brook School
Robin Gregg, MSW, Ph.D. School Counselor
Dublin, Antrim, and Pierce Elementary Schools
Kristin Ingram, M.Ed. School Counselor
ConVal Regional High School
Shawn King, M.Ed. School Counselor
ConVal Regional High School
Eric Kostecki, MA School Counselor
ConVal Regional High School
Jennifer Swasey, M.Ed. School Counselor
Francestown and Greenfield Elementary Schools
Why We Are Not
Guidance Counselors
For over a century, school counselors have been working with America’s youth in public school settings. During that time, the role of a school counselor has evolved dramatically “from a position, to a service, to a program” (American School Counselor Association, 2012).
At the turn of the twentieth century, “guidance counselors” were administrators or teachers at the secondary school level, who were charged with guiding students into a vocation. Guidance counselors were responsible for literally guiding students into a career path. These early counselors had little or no training in supporting the academic or personal needs of students, and were employed to help students make the transition from school to work.
Few changes were made to the school counseling profession until the 1960s, when the federal government passed the National Defense Education Act, which provided a significant amount of funding to public schools for counseling efforts. Despite this increase in funding, however, the focus of the profession remained on
vocational guidance. Due to the efforts of Norm Gysbers, considered the “father” of modern school counseling, a shift began to occur in the role of a school counselor. Gysbers work strongly influenced the modern school counseling framework in that it emphasized the relationships between students social, emotional and academic functioning. As school counselors began responding to the increased social and emotional needs of students, post-‐secondary learning institutions responded with the development of comprehensive counselor education programs. For the first time, school counselors were being specifically trained to address the academic, social/emotional, and career goals of all students.
In 1997, The American School Counselor Association (ASCA) took the lead in developing comprehensive standards for school counselors to follow. As such, the role of a 21st Century school counselor is significantly different from that of our predecessors. In a typical week, our counselors not only provide career guidance to a student, but we also perform risk assessments, communicate with parents, serve as a liaison to teachers, make a schedule change, help with a college application, write letters of recommendation, respond to emotional crises, facilitate small group counseling, administer a career assessment, interpret test data, provide conflict resolution, review scholarship applications, support a grieving student, teach study skills, deliver a classroom lesson, and coordinate referrals to outside agencies.
As the role of the professional school counselor has developed and become more robust, the use of the term “guidance counselor” is now antiquated. We are school counselors, providing a comprehensive program of academic, career and social/emotional support for students.
Rationale for a School Counseling Program
School counselors play an integral part in supporting students in their academic, career, and personal/social development.
In elementary schools “comprehensive developmental school counseling programs provide education,
prevention and intervention services, which are integrated into all aspects of children’s lives. Early identification and intervention of children’s academic and personal/social needs is essential in removing barriers to learning and in promoting academic achievement. The knowledge, attitudes and skills that students acquire in the areas
of academic, career and personal/social development during these elementary years serve as the foundation for future success” (American School Counselor Association, 2015).
Middle school counselors work with students in a challenging and exciting time. “During this passage from childhood to adolescence, middle school students are characterized by a need to explore a variety of interests, connecting their learning in the classroom to its practical application in life and work; high levels of activity coupled with frequent fatigue due to rapid growth; a search for their own unique identity as they begin turning more frequently to peers rather than parents for ideas and affirmation; extreme sensitivity to the comments from others; and heavy reliance on friends to provide comfort, understanding and approval” (American School Counselor Association, 2015).
High school counselors assist with the important transition from school to the post-‐secondary life. “During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face high-‐stakes testing, the challenges of college admissions, the scholarship and financial aid application process and entrance into a competitive job market” (American School Counselor Association, 2015).
All ConVal school counselors maintain certification and participate in required professional development to stay current. Counselor’s effectiveness and knowledge is also supplemented by membership in professional
associations.
Three Tier Interventions
ConVal Schools have implemented a three-‐tiered approach to meeting the instructional and behavioral needs of students. This approach is grounded in Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS).
Response to Intervention (RTI) is defined as “the practice of providing high-‐quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche, 2005).
Positive Behavioral Interventions and Supports (PBIS) is based on a problem-‐solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Supports OSEP Technical Assistance Center on Positive Behavioral Interventions , 2007).
Student Support Team / Individual Support Team
The Student Support Team (middle and high) and Individual Support Team (elementary) emphasizes that early intervention for struggling or at-‐risk students is a function of the general education program. SST/IST is a school-‐ based, problem-‐solving team designed to support teachers and assist students in overcoming obstacles that impact their educational experience and learning. These teams fall into the secondary interventions for students.
SST/IST meetings are designed to facilitate reviews of student progress, discuss possible interventions, and develop an action plan. In order to accurately assess the student’s needs, it is important to gather as much data as possible and seek input from individuals with knowledge about the student before making a determination to implement a particular program or strategy.
The SST/IST are intervention teams that provide structured problem solving in a routine setting. All deliberations and data gathered by the Student Support Team are confidential, though they may be shared with appropriate individuals to whom a recommendation is made to aid in the determination of services.
Job Descriptions
All school counselors are required to have a Masters Degree in counseling and be certified by the New Hampshire Department of Education.
The duties and responsibilities vary slightly at each level, however the required skills for school counselors are the same at all levels:
o Demonstrate knowledge of counseling theory and technique, child and adolescent development, and state and federal regulations
o Demonstrate knowledge of the American School Counseling Association National Model o Ability to create an environment of respect and rapport, manage routines and procedures and
contribute to the culture for student behavior
o Ability to deliver services and formulate academic, personal/social, and career plans by assessing student needs
professional community Elementary School Counselors
Middle School Counselors
o Provide individual student counseling and planning, focused on study skills, emotional literacy, emotional self-‐regulation, friendship skills, problem solving, transition planning, among other topics
o Provide individual and small group counseling services to students o Provide counseling to students who are tardy or absent
o Provide counseling to students who have disciplinary problems
o Collaborate with teachers to present school counseling core curriculum lessons
o Develop and facilitate small peer support groups for students, focusing on challenges that can impede school success
o Ensure student records are maintained as per state and federal regulations
o Assist the administration in identifying and resolving student issues, needs, and problems o Advocate for students and their family members, as appropriate at individual education plan
meetings and targeted team meetings
o Provide individual student counseling and planning, focused on study skills, emotional literacy, emotional self-‐regulation, friendship skills, problem solving, and transition planning, among other topics
o Provide individual and small group counseling services to students
o Develop and facilitate small peer support groups for students, focusing on life challenges that can impede school success, such as family changes, illness or death of family members o Participate in the RTI process, including IST meetings and/or Targeted Team meetings, interpreting reports and/or analyzing student data and planning and implementation of targeted interventions
o Teach classroom lessons in all K-‐4 (and 5 at DCS) classrooms, consistent with the ASCA model and ConVal District School Counselor Standards
o Consult with teachers, other school staff, family members, and community agency staff o Assist the administration in identifying and resolving student issues, needs, and problems o Advocate for students and their family members, as appropriate, at IEP meetings, and
parent/teacher conferences
o Coordinate the 504 processes, including scheduling and facilitating 504 Team meetings at the school
o Collaborate with parents/guardians about student progress
o Assist with risk assessment and appropriate referrals to parents and mental health professionals o Provide information about and referrals to community agencies for students and families o Evaluate counseling program regularly
o Maintain positive community relations and professional obligations by working with local, regional, and state coalitions and organizations
o Maintain student and family confidentiality as required by federal law and ethical practice o Participate in staff meetings
o Participate in school and district communities
o Engage in appropriate professional development activities
o Teach classroom lessons in all 5-‐8 classrooms, consistent with the ASCA model and ConVal District School Counselor Standards including academic, career, and personal/social o Consult with teachers, other staff, family members, and community agency staff
o Coordinate Section 504 Plans and progress, including scheduling and facilitating 504 Team meetings
o Assist the administration in identifying and resolving student issues, needs, and problems o Collaborate with parents/guardians about student progress
o Member of the Student Support Team (SST/IST)
o Assist with risk assessment and appropriate referrals to parents and mental health professionals o Provide information about and referrals to outside agencies for students and families
o Evaluate counseling program regularly
o Maintain positive community relations by working with local and regional coalitions o Develop and maintain relationships with appropriate outside agencies
o Maintain confidentiality of referred students as required by federal law and ethical practice o Participate in collaborative meetings on a regular basis
High School Counselors
o Individual student academic program planning, to include scheduling and four year planning o Interpret cognitive, aptitude and achievement tests
o Provide individual and small group counseling services to students o Provide counseling to students who are tardy or absent
o Provide counseling to students who have disciplinary problems
o Collaborate with teachers to present school counseling core curriculum lessons o Analyze grade-‐point averages in relationship to achievement
o Interpret student records
o Ensure student records are maintained as per state and federal regulations
o Assist the administration in identifying and resolving student issues, needs, and problems o Advocate for students at individual education plan meetings
o Register new students and analyze transcripts
o Assist students with the post-‐secondary planning process to include military, college and employment information
o Coordinate career education planning for students o Coordinate Section 504 Plans
o Coordinate alternative learning plans for students at risk of dropping out of school o Collaborate with parents/guardians about student progress
o Member of the Student Support Team (SST/IST)
o Provide information on special programs to include college admission testing, summer academy, alternative learning plans, independent study, extended learning opportunities, New Hampshire Scholars, credit recovery, VLACS, and other standardized testing
o Provide risk assessment and appropriate referrals to parents and mental health professionals o Provide referrals to outside agencies for students and families
o Evaluate counseling program regularly
o Maintain positive community relations by working with local and regional coalitions o Develop and maintain relationships with appropriate outside agencies
o Maintain confidentiality of referred students as required by federal law and ethical practice o Participate in collaborative meetings on a weekly basis
Student Assistance Counselors
In addition to holding a masters degree in counseling certification by the New Hampshire Department of Education, the Student Assistance Counselors are required to have at least one year of experience providing crisis intervention, counseling and substance abuse prevention/intervention or an equivalent.
Skills Required:
Job Description:
o Ability to engage students in prevention activities
o Fundamental individual and group counseling skills with adolescents o Up-‐to-‐date knowledge of trends in preventing adolescent substance abuse o Up-‐to-‐date knowledge of evidence-‐based prevention strategies and programs
o Ability to establish and maintain effective working relationships with students, parents, school staff and outside agency staff
o Ability to express one’s self in writing and present orally in a professional manner
o Ability to oversee the development and implementation of all-‐school prevention and awareness programs
o Knowledge and understanding of therapeutic techniques and crisis intervention o Co-‐advise CAPP: ConVal Awareness Prevention Program
o Screen all referred adolescents and make effective internal and external referrals (i.e. – substance abuse treatment services) to services
o In psycho-‐educational groups or on a short term individual basis, counsel students in effective techniques for managing stress, peer and family relationships, and substance abuse issues
o Provide educational and training services to members of the school and community in the areas of substance abuse, interpersonal skills, and stress management
o Maintain positive community relations by working with local and regional coalitions o Develop and maintain relationships with appropriate outside agencies
o Provide support services to students going to and returning from treatment and/or therapy o Provide support to parents concerned about their child’s emotional and behavioral issues o Work with the families of individuals where services are needed to aid in transition.
o Establish safe and supportive relationships with students that promote student self-‐referral to the program
o Maintain confidentiality of referred students as required by federal law and ethical practice. o Participate in collaborative meetings on a weekly basis
o Be an active team member in school activities to increase awareness of the student assistance counselor and maintain and develop effective working relationships with school staff
o Plan and implement school-‐wide prevention activities designed to increase student awareness
o Provide outreach and educational opportunities to parents (articles in school newsletter, presentations to parents, etc.)
o Participate in re-‐entry meetings with students returning to school after serving a suspension for violation of the substance abuse policy
o Participate in SST/IST meetings
o Respond to substance abuse related crises when appropriate in a timely manner o Complete all necessary paperwork for reporting and other purposes
ASCA National Model
The ConVal School Counseling Program is aligned with the ASCA Model.
The ASCA Model has four themes of leadership, collaboration, advocacy, and systemic change as part of the framework. School counselors work to promote student achievement by collaborating with stakeholders to remove barriers for student success.
Leadership
School counselors serve as leaders within the school system by:
Collaboration
School counselors serve as the conduit for all stakeholders to communicate and work together for student success. Collaboration examples include:
Advocacy
Acting on behalf of students is a key role for school counselors. School counselors advocate for students by:
Systemic Change
Using data to drive decision making, school counselors are an integral part of the school district’s vision and mission. School counselors work to make improvements in the system by:
o Linking stakeholders such as parents, students, teachers, administrators, and school board o Modeling professional behavior
o Communicating effectively o Maintaining ethical standards
o School level collaboration o Youth-‐centered collaboration o Parent-‐centered collaboration o Family-‐centered collaboration o Inter-‐organizational collaboration o Community collaboration
o Empowering students to learn self-‐advocacy skills o Remove barriers for student success
o Implement a comprehensive K-‐12 counseling plan o Ensure all students receive equitable services o Contribute to school and community collaboration
o Providing education on issues such as bullying, substance use, etc. o Increase access to educational opportunities
o Increasing school attendance and graduation rates o Incorporating student supports such as RENEW and PBIS
Foundation
The foundation component of the ASCA National Model “serves as the solid ground upon which the rest of the comprehensive school counseling is built” (American School Counselor Association, 2015). It is here that stakeholders develop the mission, vision, beliefs, and basis of the model, and define student and professional competencies.
Mission Statement
The ConVal school counselor’s mission is to provide all students with a comprehensive school counseling program that promotes student achievement through maximum growth in academic, career, and personal/social domains.
Vision Statement
ConVal school counselors will help all students realize their potential, find purpose, and become engaged participants in their community.
In conjunction with the ConVal District vision statement, school counselors will create and cultivate these conditions in the lives of our students:
The ConVal school counselors partner with teachers, administrators, parents, and the community to help all students become lifelong learners and problem solvers.
The counselors implement the American School Counseling Association (ASCA) National Model to incorporate the themes of leadership, advocacy, collaboration and systemic change.
o Sense of belonging
o Access to heroes and caring role models o Sense of accomplishment
o Fun and excitement o Curiosity and creativity o Spirit of adventure
o Leadership and responsibility
Beliefs
Professional Competencies
ConVal school counselors adhere to expectations set forth by the New Hampshire Department of Education, ASCA competencies, ASCA ethical standards, and ConVal School District performance expectations.
State of New Hampshire Minimum Standards for School Counselors
New Hampshire Provision of Staff and Staff Qualifications (Ed 306.15)
(b) The local school board shall require that in carrying out the school counseling program established by Ed 306.39:
(1) The counseling load in each elementary school shall not exceed the equivalent of one full-‐ time certified school counselor per 500 students enrolled;
(2) The counseling load in each middle school and each high school shall not exceed the equivalent of one full time certified school counselor per 300 students enrolled;
(3) High schools with more than 4 school counselors shall provide a high school level certified director of school counseling to coordinate the implementation of the school counseling program plan and policy, unless (4) below applies; and
(4) District level certified directors of school counseling to coordinate k-‐12 implementation of the school counseling program plan and policy shall be provided in districts where the number of school counselors across all schools exceeds 10.
New Hampshire Standards for a School Counseling Program (Ed 306.39)
(a) The local school board shall require that each school in its district provides for the
implementation of a comprehensive school counseling program based on this section and “The ASCA National Model: A Foundation for School Counseling Program,” published by the American School Counselor Association (ASCA) in 2012 as an integral part of the total educational
program. The local school board shall require that each district develop and have on file a comprehensive K-‐12 School counseling program policy and implementation plan consistent with the components in this section and kept current biennially.
(b) The K-‐12 school counseling program shall include a comprehensive sequence of learning opportunities designed to promote each student’s development of work-‐study practices in academic development, career development, and personal/social development by means of the o School counselors believe all students can achieve and reach post-‐secondary success.
o The school counseling program is planned, managed, delivered and evaluated by a team of certified professional school counselors using evidence-‐based practices.
o School counselors believe the Implementation of a comprehensive school counseling program is the best way to meet the developmental needs of all students.
o School counselors serve as advocates for all students.
o School counselors cultivate opportunities for self-‐directed growth in academic, personal/social and career areas.
o School counselors collect and analyze data in relationship to student achievement to implement change and guide program management.
(1) A school counseling core curriculum based on the ASCA student competencies and local goals, designed to help students attain the desired work-‐study practices and to provide all students with the knowledge, attitudes and skills appropriate to their developmental level, including prevention and intervention activities. The school counseling core curriculum shall be delivered throughout the school’s overall curriculum and be systematically presented by school counselors in collaboration with other professional educators in k-‐12 classroom and group activities;
(2) Individual student planning that is coordinated and systematic including activities designed to assist students in establishing personal goals, developing future plans, and attaining college and career-‐ready work-‐study practices;
(3) Responsive services to meet students’ immediate needs and concerns and counselor teaming in crisis response;
(4) School counseling program management including data-‐driven decision-‐making reflective of the school’s needs; and
(5) Consultation and collaboration with parents, teachers, other educators, and community organizations, and referral of students for additional assistance. (c) For the school counseling programs in grades k-‐12, the performance of the school
counselor(s) shall be evaluated on knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate the implementation of a comprehensive school counseling program based on the ASCA national model.
(d) For the school counseling programs in grades k-‐12, schools shall demonstrate the
effectiveness of the local comprehensive school counseling program through a summary report of student performance in achievement, attendance, and behavior to the local school board at least once a year.
(e) The staff requirements for provision of the comprehensive developmental guidance and counseling program shall be as set forth in Ed 306.15(b).
ConVal School Counselor Performance Standards
The ConVal School Counselors are expected to meet the performance standards set forth by the district. This model was first implemented in the 2015-‐2016 school year, and is based on the work of Charlotte Danielson. The Danielson model seamlessly incorporates the tenants of the ASCA National Model into the framework (Danielson, 2007).
Domain 1 for School Counselors: Planning and Preparation
1a: Demonstrating Knowledge of School Counseling theory 1b: Demonstrating Knowledge of Students
1c: Establishing Counseling Outcomes 1d: Demonstrating knowledge of Resources 1f: Designing Program Assessment
Domain 2 for School Counselors: The Environment
2a: Creating an Environment of Respect and Rapport 2b: Establishing a culture for learning
2c: Managing routines and procedures 2d: Managing Student Behavior 2e: Organizing physical space
Domain 3 for School Counselors: Delivery of Services
3a: Communicating with Students
3b: Using Appropriate Counseling Techniques with Individuals and Groups
3c: Engaging students in the formulation of academic, social/ emotional, and career plans. 3d: Assessing student needs in order to provide program services.
3e: Implementing responsive services that meet students’ immediate needs and concerns.
Domain 4 for School Counselors: Professional Responsibilities
4a: Reflecting on Practice
4b: Maintaining Accurate Records and Using Appropriate Data to Guide Practice 4c: Communicating With Families, Staff and Community
4d: Participating in a professional community
4e: Growing Individually and Collectively as a Professional 4f: Showing Professionalism
ACSA School Counselor Competencies
These competencies outline the skills, knowledge and experience necessary to ensure school counselors are meeting the needs of students, K-‐12. ASCA School Counselor Competencies can be found at
https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf.
Ethical Standards for School Counselors
“School counselors face ethical and legal challenges every day. From confidentiality issues to records
maintenance, from duty of care to sexual harassment issues, a school counselor's legal and ethical questions can spring up from every corner” (American School Counselor Association, 2015).
The ASCA Ethical Standards guide professional school counselors on issues such as confidentiality, collaboration, dual relationships, safety assessment, group and individual counseling, responsibilities to school and families, academic career plans, supervision, professionalism, and professional responsibilities. Ethical can be found at https://www.schoolcounselor.org/school-‐counselors-‐members/legal-‐ethical.
Student Competencies
State of New Hampshire Minimum Standards for Students
New Hampshire Standards for Career Education Program (Ed 306.35)
(a) Pursuant to Ed 306.26 and Ed 306.27, the local (U.S. Department of Education, 2015)l school board shall require that a comprehensive career education program provides for the infusion of developmentally appropriate knowledge and skill development throughout all areas of the K-‐12 curriculum, in accordance with RSA 193-‐C:3,III.
(1) Develop self-‐knowledge, self-‐confidence, and self-‐awareness in defining and refining life and work roles; and
(2) Become familiar with the skills and knowledge essential for making individual career and educational decisions.
(c) At the middle and high school level, this program shall include systematic instruction and activities designed to enable students to:
(1) Develop basic knowledge, attitudes, and competencies that promote success on the job;
(2) Collect and evaluate data related to current and emerging employment opportunities;
(3) Use available resources in planning and decision making regarding educational and career objectives;
(4) Understand the wide variety and interrelatedness of occupations; and
(5) Develop career interests and an awareness of the training and skills required for success.
Management System
An effective delivery of a comprehensive school counseling curriculum requires a structured management system. Checks and balances are in place to ensure ongoing assessment, evaluation, and developing of the program.
Program Assessment
The K-‐12 school counseling program is evaluated annually by the counseling team. Program strengths and weaknesses are identified, and goals to address both are set for the year. The school counselors coordinate professional development efforts at the district level to ensure program strength.
Annual Agreements
School counselors and the building level administrators develop management agreements that outline program and individual counselor goals for the year. These annual agreements are based on a personal dialogue between the counselor and their supervisor to set priorities, implementation strategies, and organization for the year. These agreements align with annual goals in My Learning Plan.
Advisory Council
The ConVal school counseling program began an advisory council in 2014 to provide an open forum for discussion with stakeholders. The Advisory Council will assist the school counselors by:
• Advising on program goals • Reviewing program results
• Making recommendations about the school counseling program
• Advocating and engaging in public relations for the school counseling program
• Advocating for funding and resources (American School Counselor Association, 2015)
The advisory council meets twice a year, and has
representation from the following constituencies: parents, elementary level teacher, middle school teacher, high school teacher, middle school students, high school students, special education administrator, community physician, higher education professor, mental health counselors, school board member, and all ConVal counselors.
Distribution of Time
The ConVal school counselors conduct a time study twice a year to determine the effectiveness of their service delivery. The ASCA National Model recommends that counselors spend 80 percent or more of their time in direct student services and indirect student services. The remaining 20 percent of their time is set aside for program management and fair share responsibilities that ensure the operation of the school.
ASCA is specific about appropriate and inappropriate school counseling activities. These delivery expectations are outlined in the ASCA Executive Summary at http://schoolcounselor.org/ascanationalmodel/media/anm-‐ templates/anmexecsumm.pdf.
Data
School counselors are learning to collect, analyze, and interpret data pertaining to student achievement, attendance and behavioral data. Standardized testing data is used to guide appropriate course selection and develop academic interventions when necessary. Testing data, such as the Youth Risk Behavior Survey, is used to determine program structuring, small group counseling services, and intervention strategies.
School counselors utilize pre and post data, needs assessments, program evaluations and opinion surveys of all stakeholders.
Calendars
The ConVal School Counselors develop and publish calendars of events, programs, and curriculum. Calendars are shared at the district level to ensure alignment of curriculum. For events involving stakeholders such as parents and the community, these calendar are shared through the website and through social media outlets.
Delivery System
A comprehensive school counseling program includes direct and indirect student services. To achieve maximum program effectiveness, ASCA recommends a school counselor to student ratio of 1:250; the State of NH requires 1:300.
Direct Student Services
Direct student services are “in-‐person” interactions between students and counselors through which counselors help students meet the competencies.
School Counseling Core Curriculum
“This curriculum consists of structured lessons designed to help students attain the desired
competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-‐12 classroom and group activities” (American School Counselor Association, 2015).
Examples of this are instructional:
And group activities:
• Deliver classroom guidance lessons
• Collaborate with teachers to deliver classroom lesson • Partner with faculty to reinforce student competencies
• Mini College Fair • College Visits • Career Fair
Individual Student Planning
“Individual student planning: School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans” (American School Counselor
Association, 2015).
Examples include:
Responsive Services
“Responsive services: Responsive services are activities designed to meet students’ immediate needs and concerns. Responsive services may include counseling in individual or small-‐group settings or crisis response” (American School Counselor Association, 2015).
Examples include:
Indirect Student Services
“Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations” (American School Counselor Association, 2015).
Examples include: • Career Planning • Course Selection
• College Application Process • Goal Setting
• 504 Plans
• Individual Counseling • Group Counseling • Crisis Response
• Referrals to outside counseling • Referrals for safety assessments
• Referrals to Division of Child Youth and Families
• Consultation with parents, teachers, community, medical professionals • Collaboration with a team
Accountability
Program Evaluation
The ConVal school counseling program is evaluated annually using the ASCA School Counseling Program Assessment tool. Individual and/or school based programs are evaluated informally through the use of annual agreements and discussions with building level administrators.
ConVal School Counselor Evaluation
In October of 2013, the ConVal Professional Evaluation Committee designed a comprehensive, research-‐based evaluation model grounded in research, and with the clear purpose of providing constructive and meaningful feedback for the improvement of professional practice. In May 2015, the School Board approved this process, including, for the first time, a specific model for school counselors. These rubrics are listed in Appendix A.
This model was first implemented in the 2015-‐2016 school year, and is based on the work of Charlotte Danielson. The Danielson model seamlessly incorporates the tenants of the ASCA National Model into the framework.
All school counselors collaborate as a team and with their building level administrators to develop goals for the school year. In addition, counselors complete a Student Learning Objective in the beginning of each academic year. The SLO is a measurable goal based on current data and assessed by future data.
Counselors complete a self-‐reflection document as part of the evaluation process, and review the results with building administrators.
Bibliography
American School Counselor Association. (2015). American School Counselor Association. Retrieved 2015, from ASCA: www.schoolcounselor.org
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