SFUSD Comprehensive School Counseling Program (CSCP)
Framework & 3 Year Implementa@on Plan
PRESENTATION OVERVIEW
•
Introduc@on
(Kevin)
•
SFUSD CSCP Systemic Change Timeline
(Mary)
•
Who We Are, What We Do, How SFUSD CSCPs make Our Work BePer
(Karen)
•
Comprehensive School Counseling Program (CSCP) Overview of 4 Elements. . .
v
FOUNDATION
(Ling , Jenny & Rebecca)
v
MANAGEMENT
(Deidre & Omar)
v
DELIVERY
(Cindy, & Lauren)
v
ACCOUNTABILITY
(Tim, Teyanna, Michael)
•
GeXng Started - Launch and Implementa@on
(Mary)
Timeframe Systemic Change Phase and Descriptors Tipping Point – What Changed? Before 2013 Maintenance of the Old System (1st) – SFUSD Counselors and Administrators manage work by using various
elements of ASCA CSCP model although comprehensive systems are not officially explored or incorporated. Ø SFUSD Counseling Programs con@nued to be managed on a site by site delivery model with increasing interest in ASCA model Fall 2013- Spring 2015 Awareness (2nd) – SFUSD Counselors and Administrators share feedback at monthly PDs, in coaching sessions, in SFUSD Counselor Advisory Group and in 1st ASCA Program Audit that indicates that current “system” is not working well/gaps in impact on students. Ø Office of Counseling convened Advisory Groups Ø ASCA Program Audit - all Counselors Ø Enhance School Counselor Evalua@on Tool Fall 2015- Winter 2016 Awareness/ExploraHon (2nd/3rd)- Chief of SFCSD, Kevin TruiP, established a separate Office of Counseling & Post-Secondary Success – C&PSS appointed an Execu@ve Director to work with C&PSS Team to design framework and launch implementa@on plan for SFUSD CSCPs. Ø Establish Office of C&PSS w/ Exec. Dir. Ø Develop Framework & Launch Proposal Ø Secure District Leadership’s Advocacy Ø Iden@fy Human/Fiscal Resources Spring 2016 ExploraHon/TransiHon (3rd/4th)- Office of C&PSS convened the first work/launch group consis@ng of MS/HS
Counselors, site and central Administrators, and cri@cal University partners to review the preliminary “launch” framework and implementa@on plan for SFUSD CSCPs. Next, present same to SFUSD BOE by April 2016. Final step, official launch to all K8/MS/HS Counselors and Administrators by end of May 2016. Ø Convened ini@al SFUSD CSCP Work –Launch Group on February 29, 2016 Ø Present SFUSD CSCP “F&IP” to SFUSD BOE by April 30, 2016 Ø Launch SFUSD CSCP “F&IP” to School Counselors and Admin. by May 30, 2016 Fall 2016 TransiHon (4th)-SFUSD Office of C&PSS, all School Counselors/Counseling Teams and site Administrators overseeing the Counselors/Counseling Teams will begin a series of dedicated PD sessions to begin 1st Phase/ Year of SFUSD CSCP Implementa@on. Ø MS & HS Counselors will par@cipate in 1 day before school (August 2016) to begin SFUSD CSCP development and design work Spring 2017 Emergence of New Infrastructure (5th)-SFUSD Office of C&PSS, all School Counselors/Counseling Teams will
assess their SFUSD CSCP efforts and to focus on ac@on plans for program improvement and building capacity. Ø Assess progress/areas of need using Program Management tools, and Accountability tools (Ongoing) Fall 2017- Spring 2018 Predominance of New System (6th) – Focus on Sustainability of SFUSD CSCPs. Ø Same as Above and Celebrate!
SFUSD CSCP Systemic Change Timeline - Before 2013 and Beyond 2016. . .
SFCSD Office of Counseling & Post-Secondary Success (C&PSS)
Vision:
To provide comprehensive school counseling guidance program to
ensure all students embody the knowledge, skills, and disposi@ons outlined in
the Graduate Profile to be prepared to pursue a meaningful and fulfilling life-paths
ObjecHve:
Build a strong SFUSD counseling community of change agents and
leaders to establish professional school counselor iden@ty and promote
posi@ve post-secondary outcomes for all students
Strategic AcHons:
o To provide relevant district and on-site professional development o Provide framework and guidance curriculum o Define and foster the competencies and best prac@ces to deliver counseling services and programs o U@lize data to assess needs, target interven@ons and inform prac@ce o Collaborate w/ district departments, higher educa@on and community based organiza@ons o Bridge/conduit/liaison for counselors and district departmentsSFCSD C&PSS Team
Who are We . . .
Mary Richards, Execu@ve Director
Karen Fraleigh Norman, Supervisor
Tim Reidy, Program Administrator
Ling Busche, Head Counselor
Mariana Chavez, Head Counselor
Edith Wong, Head Counselor
Noah Lystrup, Bridge to Success Coordinator
Who We Support!
Total number of SFUSD Head Counselors & Counselors- 122 including: § High School- 76 § Middle School- 40 § K-8 Schools- 6 Gender § Male- 48 § Female- 91 Ethnicity § AA- 14, Hispanic- 27, Chinese- 30, White- 35, Decline to State- 16, Other- 17 Years of Experience § 0-3 years - 35 § 4-10 years- 43 § 11-20 years- 47 § 21 plus - 14 Intern/University Partnership (USF, SFSU primary partners) § Average of 40 Interns per year at different MS, K-8, and HS Minimum QualificaHons for all SFUSD Counselors § Master’s Degree and PPS Creden@alSome of the “Things” SFUSD School Counselors Do . . .
Academics Domain § Provide academic/gradua@on/individual student plans to assist with course access/placement, needed academic interven@ons, and development of students academic iden@ty and interests. § Assess & develop students organiza@onal ability/skills, develop students’ study and test taking skills. § Monitor aPendance and intervene by: home visits, conduc@ng SART mee@ngs, CBO referrals, check-ins, etc. College/Career Domain § Post-Secondary planning: op@ons, how to apply, where’s best for me, financial planning/scholarships, college visits/ history. § Offer classroom instruc@on on Career Plans/op@ons: career inventory assessments, educa@onal requirements, alterna@ve cer@fica@on/trades pathways, poten@al salary. Personal/Social Domain § Facilitate transi@ons support/plans from: 5th to 6th grade; 8th to 9th grade; 12th grade to college. § Support students in developing coping /self-management strategies, more effec@ve skills around : problem solving, decision making, posi@ve peer rela@onships and resolving conflicts through pro-social decision making. § Help students develop self-advocacy/expression: temperament; culturally, academically, individually. School Climate § Provide Crisis Interven@on/Individual & Small Group Counseling/Guidance Program Curriculum at every level. § Oversee student clubs/ac@vi@es that promote cultural understanding and awareness and reduce racial tension, discrimina@on/harassment, cultural/social isola@on. § Confers with parents/families and assist with challenges/decisions to support general welfare of their child.SFUSD Counselors promote Safe and Suppor@ve Schools by . . .
Implemen@ng District Ini@a@ves including:
ü Integra@ng RTI and PBIS strategies into their prac@ces and responsive services. ü Using RP to shir their work from tradi@onal discipline to crea@ng students’ self-discipline. ü Reflec@ng on/developing their own prac@ces to assist the district in reaching the goals of Vision 2025 and SFUSD’s Strategic Plan. ü Stretching their counseling prac@ce through collabora@on with cri@cal CBOs/SFUSD AALI staff to bePer serve our African American students under the My Brothers’ and Sisters’ Keeper IniHaHve (MBSK). ü Developing gradua@on plans/tracking students’ success to meet SFUSD’s A-G GraduaHon requirements. ü Using the district SQUII SEL competencies’ data to shape their delivery of services/program focus. ü To collect data on their interven@ons to inform their work and strategic planning with/for: Students with IdenHfied Special Needs; Newcomer and English Language Learner Students; Youth of Incarcerated Parents; Foster Youth; Homeless Families and Youth in TransiHon (FYIT). ü Support, organize and facilitate student access to post-secondary planning and success through Bridge to Success ac@vi@es/events/partnerships.How SFUSD CSCPs make the Work BePer. . .
ü Research shows when school counselors lead the design and ongoing development of CSCPs, student outcomes reflect higher aPendance and achievement/access rates; lower dropout rates & rates of violence and substance abuse; higher college success & reten@on rates; and smaller achievement gaps than schools without a defined program of supports and services. ü SFUSD school counselors, with their unique, school-wide, data-based perspec@ves on serving the needs of diverse students, are in a cri@cal posi@on to iden@fy and assess the systemic barriers to academic achievement and personal/social development. ü SFUSD school counselors, who are able to serve as school leaders and program facilitators can advocate for students through deliberate consensus building and demonstra@ng their ability to work collabora@vely with a diverse range of families, site administra@on, district and site staff and external agencies and community based partners to help ensure site-based and district priori@es and goals.“SFUSD’s commitment to focus on the explicit articulation of a district-wide approach, design, development and implementation support for CSCPs at our K8, Middle and High Schools, will enhance efforts toward equitable access to ensure all students develop strong academic knowledge and skills, as well as a range of dispositions and behaviors, increasing their curiosity and engagement, and activating their full potential for learning!”
SFUSD CSCP - 4 Elements
Balancing the Work by DesignMANAGEME
NT
DELIVERY
ACCOUNTABIL
ITY
FOUNDATION
FOUNDATION. . .
School counselors create comprehensive school counseling programs that focus on student outcomes,
teach student competencies, and are delivered with iden@fied professional competencies. The development of the FOUNDATION requires that school counselors establish:
Ø Program Focus-iden@fy personal beliefs that address how all/focus students will benefit from CSCP,
then create site based CSCP vision statement as well as mission statement and program goals that define how work will be measured and assessed.
Ø Student Competencies–focus the development of CSCP around three student domains: academic,
personal/social development and career. Also consider how other domains might be cri@cal to specific site, District or State ini@a@ves.
Ø Professional Competencies-explicitly state and acknowledge the skills, knowledge, training and
ahtudes that ensure school counselors are equipped to meet the demands of the profession. Also specify the expected principles of ethical behavior that guide decision-making and professional prac@ce and maintain the highest standard of integrity, leadership and professionalism.
MANAGEMENT. . .
School counselors incorporate organiza@onal assessments and tools that are concrete, clearly delineated and reflec@ve of the school’s needs. Management tools may include:
ü School Counselor Self-Assessment and School Counseling Program Assessment (result in Counselor
PD/growth plans and CSCP improvement plans)
ü Use of Time assessments (reflect % of direct/indirect services to students)
ü Annual Agreements – jointly developed/agreed to by administrators & counselors
ü Advisory Councils *– made up of students, parents, teachers/staff, counselors, administrators, partners
to assess and modify CSCP bi-annually (*by 3rd Year)
ü Use of Data – results from CSCP supports/ac@vi@es as well as site specific and district-wide goals and ini@a@ves (SQII, EWIs, PBIS, RP, MBSK, etc.). ü Curriculum, Small Group and Closing Gap AcHon Plans – including developmental, preven@on and interven@on ac@vi@es and services that measure student competencies and impact on achievement, as well as assessing their access and resul@ng outcomes related to the coordina@on of appropriate interven@ons and services that support their safety, readiness and general well-being. ü Annual, Monthly and Weekly Calendars – to inform and encourage all cri@cal stakeholders’ ac@ve par@cipa@on in, and @mely access to CSCP supports and services.
DELIVERY. . .
School counselors provide services to students, parents, school staff and the community in the following ways: 1. Direct Services with Students – in person interac@ons between school counselor and student(s) including: ü School Counseling Core Curriculum – structured lesson embedded as part of overall curriculum and in collabora@on with other staff ü Individual Student/Learning Planning – provides all students with structured guidance and tools to help them monitor their progress and work with their parents and guardians to plan, monitor and understand student’s growth and development and take ac@on on the next steps personally, educa@onally and occupa@onally. ü Responsive Services – response to immediate/crisis/vulnerable/target and special student (individual/targeted group) popula@on needs using official protocols/through collabora@on with site student support team members (social worker, wellness staff, nurse, family liaison, etc.) as well as ensuring explicit support and services for students that are aligned with SFUSD ini@a@ves/ policies. 2. Indirect Services for Students – coordinate and facilitate referrals/services with outside agencies/ CBOs, consult with experts and collaborate with parents/families and other school staff.
ACCOUNTABILITY. . .
School counselors and District Counseling department leads analyze school and
counseling program data to determine how students are different as a result of the
school counseling program on student achievement, aPendance, behavior and overall
climate. CSCP is also assessed to guide future ac@on and program/service development.
One of the performance indicators for school counselors will be based on their ability to
effec@vely develop, implement, manage, assess and address “gaps” in their CSCP. Some
of the tools used to measure the effec@veness of the CSCP include:
ü
ASCA NaHonal Model “3-Year” ImplementaHon Plan
ü
ASCA CSCP Program Audit
(site assessment tool)
ü
SFUSD Counselor Self- Assessment
ü
SFUSD “Counseling Rounds”
(protocol)
ü
SFUSD Counselor EvaluaHon-Non Classroom Teacher EvaluaHon Protocol and
Process
(Ar@cle 16 of UESF Contract)
Ge#ng Started-Commitment to Doing the Work Differently . . .
An ini@al Work/Launch Group met for three evening sessions in late February and early March 2016 to
review and finalize the ini@al proposal and poten@al framework for SFUSD CSCPs.
The SFUSD CSCP Work/Launch Group sessions included:
Ø Review and analysis of CSCP best prac@ces and proven frameworks/models/tools as presented in the
official American School Counselors Associa@on (ASCA) CSCP manual/developed by SFUSD Ø Iden@fying the systemic barriers and necessary condi@ons for an effec@ve launch and implementa@on of sustainable SFUSD CSCPs at individual school sites and among a division of schools. Ø Clarifying and sanc@oning the accountability/assessment tools/indicators and measures used in CSCP Ø Sharing fiscal analysis and implica@ons of the costs/resources needed (support staff/central leadership team, extended hours, PD training and materials, etc.) and expected “ROI” for all phases of the “3 Year” Plan Ø Clarifying expecta@ons and responsibili@es of SFUSD CSCP Work/Launch Group members moving forward Ø Present explicit plan of support, facilita@on and assistance from central office Leadership/Office of C&PSS Ø Finalizing the SFUSD CSCP launch proposal, preliminary framework, implementa@on @meline and benchmarks
