The Counselor’s Role in Closing the Achievement Gap

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The Counselors Role in Closing the Achievement GapDr. Susan R. Rose, Ph.D., NCCUniversity of the CumberlandsDirector of School Counseling September 20, 2013

Reflective Constructors of Quality Learning Experiences Through Critical Thinking

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School of Education8:30 8:45 Introductions/School Counseling as Profession8:45 9:55 National Model ProgramsMission Connected to School District & Educational ReformsImproving Student Achievement/Eliminating GapsDelivery of ServicesTeaching and Learning Styles 9:55 10:10 Break10:10 11:20 Delivery of ServicesInstructional StrategiesBehavior Management Strategies11:20 11:30 Questions/Comments/Insights11:30 12:30 Lunch12:30 12:45 Review/Debrief: 3 Things Youve Learned So Far12:45 1:10 Normal Model ProgramsOperating from a Formal Set of Student Learning Objectives Data Driven & Accountable for Student Outcomes1:10 1:45 Data Driven & Accountable for Student Outcomes: Using the ASCA National Model to Make a Systemic Change Leadership Advocacy1:45 2:00 Break2:00 2:45 ASCA National ModelCollaboration/AccountabilityDemystifying DataSystemic ChangeSupport Data for Using CSCP to close the Achievement Gap 2:45 3:00 Questions/Comments/InsightsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationThe Counselors RoleFocus on enhancing quality instruction and building those relationships that increase all student proficiency.

How Do We Get There?



School of Education3School Counseling is a Profession!

Defining the Profession of School CounselingCreating Consistent Norms and Expectations.Dispelling misconceptions of School CounselingSensitivityCommunicationUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationNational Model ProgramsOperate from a mission that is connected with the school districts mission and educational reform agendas.Are focused on improving academic achievement and eliminating achievement gaps.Operate from a formal set of Student Learning Objectives that are:Connected to National StandardsAligned to State Curriculum FrameworksAligned with District StandardsBased on Measurable and Student Learning OutcomesAre Data Driven and Accountable for Student Outcomes



School of EducationMission connected to School District & Education Reform Vision/MissionStephen Coveys Habit#2: Begin with the End in mind.The Cheshire Cat said: If you dont know where youre going, youll end up somewhere else.

CSCPUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationThe Law of ParsimonyIf we work withWe reachIndividuals1-10Small groups12-24Classrooms30-60Teachers100-300School Climate1000+Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationImproving Student Achievement/Eliminating Gaps The Delivery SystemSchool Guidance Curriculum Responsive Services:System Support: activities targeted at maintaining and enhancing the educational environment and school climate Teaching and Learning StylesInstructional Strategies



School of EducationCSCP Delivery of Services

Guidance Curriculum



School of EducationCSCP Delivery of Services - ExampleGuidance CurriculumProvides structured developmental, comprehensive guidance program content connected with academic areas in a systemic way to all students in order to build the culture and climate of the schoolResponsive ServicesAddresses students immediate concerns in order to address the needs of the whole childIndividual Student Planning Assists students and parents in development of academic and career plans in order to address the needs of the whole childSystem SupportIncludes program, staff, and school support activities and service that collaborate to build the climate and culture of the schoolPurpose: Student awareness, skill development, and application of skills needed in everyday lifePurpose: Prevention and interventionPurpose: Individual student academic planning, decision-making, goal setting, and preparing for academic transitionsPurpose: Program delivery and supportCounselor Role: Guidance curriculum implementationStructured groupsConsultationCoordinate Community ResourcesCounselor Role:Individual counselingSmall group counselingReferralConsultationCrisis CounselingHome VisitsCounselor Role:AssessmentPlanningPlacementConsultationCoordinate & Chair SBARC MeetingsCounselor Role:Professional Development Develop and manage programsCoordinationDevelop relationships and partnershipsConsultationData AnalysisAcademic/InstructionalGuidance lesson on study/organizational skills, etc.Guidance lesson on test-taking skillsAcademic/InstructionalPortfolio mentoringOrganize/implement SST TeamParent/student conference on academic concernsAcademic/InstructionalMonitor IEP for accommodation implementationSBARC meetingsHold parent meetings on test-taking and explanation of resultsClass SchedulingAdvanced placement meetingAcademic/InstructionalILT memberMonthly counselor leadership meetingsAssist in analyzing student dataCollaborate to organize celebrations/recognitionsWork on student recordsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationClose the GapClassroom guidance on Character Education, goal setting, etc.School-wide attendance incentive programClose the GapSmall group organization, attendance, study skillsParent/student conferencesDevelop/provide a student intervention packet for teachersClose the GapAssist in appropriate ECE placements and programming SBARCsChair SST Team meetingGive AP test/process resultsSchool choice conferencesWrite/facilitate student transition plans (early childhood)Close the GapOrganize and facilitate testing proceduresStaff training on CATSOrganize PAS materialsCollaborate to provide student recognition programsStaff training on CATSProvide staff SST trainingPersonal/SocialImplement a school-wide Character Education programImplement a school-wide cultural awareness programClassroom guidance on: Decision-making Anger management BullyingOrganize speakers on safe behaviors (not smoking, drinking, etc.)Guidance lesson on bus safetyDrug Awareness lessons/initiativesFacilitate service and humanitarian projectsPersonal/SocialFacilitate small groups on anger management, grief, etc.Assist teachers in formulating behavior contractsConduct an incentive group on attendanceIndividual student conferences on low self-esteem, family concerns, friend issues, etc.Good bus behavior student contractsParticipate on crisisteam in response to student/staff deathPOPS collaborationMediation of student conflictsPersonal/SocialParent/student conference on school choiceParent conferences to plan behavior/crisis plansConduct SIT meetings on students with behavior concernsReferrals to community and district support agenciesAssist in writing of FBAs and BIPsPersonal/SocialProvide staff PD Student/parent newslettersCooperatively analyze student workCollaborate on scrimmage testsReview grade reportsKCA conferenceOpen House Collaborate to implement intervention strategies for novice performersProvide a student intervention packet for teachersTeacher meeting meeting standards, providing rigorCollaborate on school-wide student management planCollaborate to organize/implement the Student Behavior Response TeamCollect/organize data on student behaviorMember of the climate/culture/discipline committeeCollaborate to plan/facilitate school/class celebrations/events.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of Education



School of EducationUsing Teaching and Learning Styles to effectively Deliver Services to ALL StudentsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationLearning StylesVisual (spatial): prefers using pictures, images, and spatial understanding.Aural (auditory-musical): prefers using sound and music.Verbal (linguistic): prefers using words, both in speech and writing.Physical (kinesthetic): prefers using your body, hands and sense of touch.Logical (mathematical): prefers using logic, reasoning and systems.Social (interpersonal): prefers to learn in groups or with other people.Solitary (intrapersonal): prefers to work alone and use self-study.



School of EducationVisual/SpatialMake visualizations stand out more. This makes sure new material is obvious among all the other visual images that students have floating around inside their head.Use color, layout, and spatial organization in associationsUse many 'visual words' in statement. Examples include see, picture, perspective, visual, and map.Use mind maps. Use color and pictures in place of text, wherever possible. Systems diagrams can help students visualize the links between parts of a systemFor example, major engine parts or the principle of sailing in equilibrium.Use color to highlight major and minor links.The visual journey or story technique helps students memorize content that isn't easy to 'see.' Spend some time helping students learn at least the first ten peg words for a new learning experience.The ability to visualize helps students peg content quickly.The swish technique for changing behaviors also works well for you, as it relies on visualization.In the Swish, we replace the unwanted thought or response with a more useful and appropriate one because the Swish re-directionalizes thinking. It is an instruction to the brain No, not that - THIS!!Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationAural/AuditoryUse sound, rhyme, and music in learning. Focus on using audio content in your association and visualization.Use sound recordings to provide a background and help students get into visualizations. Examples:Use a recording of an aircraft engine running normally, playing loudly via a headset, to practice flight procedures. Use a recording of the sound of wind and water when visualizing sailing maneuvers. When creating mnemonics or acrostics, make the most of rhythm and rhyme, or set them to a jingle or part of a song.Use the anchoring technique to recall various states that music invokes. Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationVerbal/LinguisticUse techniques that involve speaking and writing. Examples:Talk students through procedures similar to a simulatorUse recordings of content for repetition.Make the most of the word-based techniques such as assertions and scripting.Use rhyme and rhythm in assertions where you can, and be sure to read important ones aloud. Set key points to a familiar song, jingle or theme.Mnemonics are the verbal learners friends for recalling lists of information. Acronym mnemonics use words, focusing on the first letter of the word to make up another word or memorable sequence. Scripting is also powerful for this student. When you read content aloud, make it dramatic and varied. Instead of using a monotone voice to go over a procedure, turn it into a lively and energetic speech worthy of the theatre. Use role-playing to teach verbal exchanges such as negotiations, sales or radio calls.



School of EducationPhysical/KinestheticUse touch, action, movement and hands-on work in learning activities. For visualization, focus on the sensations you would expect in each scenario. Example: If you are visualizing a tack (turn) on a sailboat, focus on physical sensations. Feel the pressure against your hand as you turn the rudder, and the tension lessening on the ropes. Feel the wind change to the other side, feel the thud as the sail swaps with the wind, and feel the boat speed up as you start the new leg.For assertions and scripting, describe the physical feelings of the actions. Example:A pilot might script as follows: 'I feel the friction as I push the throttle forward to start my takeoff run. The controls start to feel more responsive as I check the airspeed, oil pressure and temperature. At takeoff speed, I pull back slightly, and I feel the vibrations of the wheels stop as the plane leaves the ground. After a few moments, I reach down and set the gear selector to up. I feel the satisfying bump as the gear stops fully up.'Use physical objects as much as possible. Physically touch objects as you teach about what they do. Use flashcards to memorize information because students can touch and move them around.Keep in mind as well that writing and drawing diagrams are physical activities, so don't neglect these techniques. Use big sheets of paper and large color markers for your diagrams. You then get more action from the drawing.Use breathing and relaxation to focus the students state while they learn and perform. Focus on staying calm, centered, relaxed and aware. Example:Autogenics (Relaxation Technique): This was a secret behind the great Russian athletic performances over the past few decades.Use role-playing, either singularly or with someone else, to practice skills and behaviors. Find ways to act out or simulate what you are learning.



School of EducationLogical/MathematicalAim to understand the reasons behind the logical learners content and skills. Logical Learners don't just rote learn. They need to understand more detail behind the compulsory content to help them memorize and learn the material that they need to know.Explore the links between various systemsCreate lists by extracting key points from the material. Use statistics and other analysis to help these learners identify areas to concentrate on.Help them pay attention to their physical state. For example, breathing and stress level. It's possible that logical learners isolate their own body from your rational thought, so help them pull in their body as part of the 'system' of learning. Remind them that association often works well when it is illogical and irrational. It doesn't matter how logical two items are together; People have a better chance of recalling them later if associations are illogical. In scripting, highlight logical thoughts and behaviors. Highlight this leaners ability to pick up systems and procedures easily, and that they can detect when they need to change a set procedure.Make use of 'systems thinking' to help understand the links between various parts of a system. An important point here is that systems thinking helps understand the bigger picture. Often the whole is greater than the sum of the parts. For example, logical leaners may understand the individual aircraft systems and flight surfaces, but they may not have a view of how all those systems support flight in equilibrium. Systems diagrams can help gain that understanding.These learners may find it challenging to change existing behaviors or habits. Try the shunt technique to understand current behaviors vs. wanted behaviors. When these behaviors are understood, use the technique to divert from the old behavior to the new.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationSocial/InterpersonalAim to work with others as much as possible. Role-playing is a technique that works well with others, whether its one on one or with a group of people. Work on some associations and visualizations with other people. Others often have different perspectives and creative styles, and so the group may come up with more varied and imaginative associations compared to the ones you might create yourself.Rather than reciting assertions to yourself, try sharing your key assertions with others. By doing so, you are almost signing a social contract that your assertion is what you do. This strengthens your assertions.Share reviews, review checklists and 'perfect performance' scripts with those in the group. By listening to how others solve their issues, students may get further ideas on how to solve your own issues. Try sharing the work of creating a 'perfect performance' script. Each person writes the script for the areas they want to work on the most, and then the group brings all the scripts together.Mind maps and systems diagrams are great to work on in class. Have one person be the appointed drawer, while the rest of the class works through material and suggests ideas. The group may have varied views on how to represent some ideas, however this is a positive part of learning in groups. Working in groups to practice behaviors or procedures helps this learner understand how to deal with variations. Seeing the mistakes or errors that others make can help you avoid them later. If working in groups, it may help to have everyone do the learning styles questionnaire.This may help everyone understand why each person has different viewpoints. It can also help with assigning activities to people. Individuals may volunteer for activities based on either the styles they currently have, or the styles they want to learn. Remember the classroom is a risk-free environment.



School of EducationSolitary/IntrapersonalSpend more time on the 'Target' step of the Memletic Approach. Set goals, objectives and plans. Define ultra-clear visualizations or scripts of what life is like once you've achieved your goals. Understand your reasons for undertaking each objective, and ensure that you are happy with your learning goals.Align goals and objectives with personal beliefs and values. If there is misalignment, students may run into issues with motivation or confidence. It's not always obvious what the underlying cause is. Create a personal interest in topics. Look at the people behind the books or material.What was their motivation to create it? Keep a log or journal. Include extra information about your thoughts and feelings. Outline challenges, ideas on how to overcome them, and what worked. Write down what works well and doesn't work well for you. Be aware of thoughts or concerns that arise. Write them down and come back to them. Discuss with others later if needed. With associations and visualizations, highlight what you would be thinking and feeling at the time. Assertions are important for this learner. They are driven by the way they see themselves internally. This also applies to the scripting techniques, so include internal thinking and feelings in scripts.Modeling is a powerful technique for this learner. Don't just model behaviors and appearance. Try to get 'inside their heads' and model the thought patterns and feelings you believe they have in various circumstances. Be creative with role-playing. You don't always need other people to role-play with, because you can create plenty of people using visualization! An advantage of this form of role-playing is that you can control their behavior!Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationUsing Instructional Strategies to effectively Deliver Services to ALL StudentsClassroom Management First




School of EducationNo matter how well a teacher knows the subject matter or how well he or she can teach, a teacher who cannot manage a class is finished!



School of EducationBehavior ManagementPositive Behavior Management SystemsRandy Spricks Safe & Civil SchoolsCHAMPS http://www.safeandcivilschools.com/services/classroom_management.phpPositive Behavioral Intervention & SupportsPBIS (www.pbis.org) Sean Coveys 7 Habits of High Successful Teenshttp://www.education.com/magazine/article/Ed_7_Habits_Successful/ Fay & Funks Love and Logic

Discussion



School of EducationREACH!RelationshipEnthusiasmActivity Multiple!!CollaborationHuman



School of EducationRelationshipPeople dont care how much you know until they know how much you care!



School of EducationMaslows Hierarchy of NeedsSo, where do you think education/school fits in?



School of Education



School of EducationPeople become really quite remarkable when they start thinking they can do things. When they believe in themselves, they have the first secret of success. - Norman Vincent Peale



School of EducationTreat a man as he is and he will remain as he is; treat a man as he can and should be and he will become as he can and should be. ~ Johann Wolfgang von Goethe



School of EducationEnthusiasmNothing great was ever achieved without enthusiasm. -Ralph Waldo Emerson



School of EducationActivityOver Plan

Multiple Intelligences

Attention Span Three things youve learned so far



School of EducationCollaborationParentsPrevious TeachersStudents themselvesCommunityGrantsFund-raising Many othersChoiceCognitionsBehaviors



School of EducationHumanityBe Genuine!

Learn from your mistakes

Take Care of Yourself



School of EducationTake Care of Yourself: Personal Mental HealthBalanceFinding Your CenterDoing Your Best, Then Letting GoStress Management Strategies



School of EducationProfessional IdentityPortfoliosSupervisionColleague Consultation and NetworkingLifelong Continuing EducationProfessional AssociationsAction ResearchBeing Mentored and Mentoring Others

Take Care of Yourself: Professional HealthUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationInstructional StrategiesToo Many to Count




School of Education10 + 2: Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats.5 + 1: Direct instruction variation where the teacher presents for five minutes, students share and reflect for one minute, then the cycle repeats.3-2-1: Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationAbstracting: A thinking skill that involves summarizing and converting real-world events or ideas into models.Act It Out : Students can act out mathematical, scientific, or social problems to improve their comprehension.Admit Slips/Exit Slips: Teacher helps in the synthesis of learning by reading anonymous student writings aloud to begin or end a class.Anchored Instruction: A form of constructivism where learning is tied to the students' real world "anchors" (such as social or work experiences).Anecdotes: A motivational technique to encourage creativity or empathy students. Anecdotes can be about the teacher's life or excerpted from biographies to help students make real-world connections. Applied Behavior Analysis: For purpose of modifying student or class behaviors.Artifact Strategy: The teacher presents carefully selected objects (artifacts) to the students, poses a problem, and allows students to collect information about the object, then formulate answers to the presented problem. Assumption Smashing: List assumptions, then eliminate one. What might happen? (for example, "All forms of transportation are now free." What is the effect on society?)Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationBook Ends: Pairs of students discuss and make predictions before an activity, then meet after the activity to review and compare reactions.C-4 Yourself: Collaborative project strategy with four components: challenge, choice, collaboration, and creation.C-SOOPS: Acronym is useful to help students remember which aspects of their writing they should check when editing. C-SOOPS stands for: Capitalization, Sentence structure, Organization, Overall format, Punctuation.Capitalization/Organization/Punctuation/Spelling (COPS): Acronym is useful to help students remember which aspects of their writing they should check when editing.Capsule Vocabulary: A teaching strategy to explore a few vocabulary words related to a specific topic.Chunking: A memorization technique.Circles of Knowledge: Graphic organizer that prompts students to write: 3 Facts I Know, 3 Questions I Want Answered, and Answers to My Questions.Class Meetings: When students are allowed to contribute to the operation of the classroom through class meetings, they have the opportunity to learn responsibility and decision-making skills.Control TheoryGlasser's theory explaining that, in an attempt to satisfy basic needs for survival, belonging, power, freedom, and fun, people will act to control their behavior to satisfy those needs. Control theory is related to Choice Theory.CROWN: A closure technique that encourages students to reflect on the completed lesson. CROWN = Communicate what you learned. Reaction. Offer one sentence that sums up what the whole lesson was about. Where are some different places you could use this? Note how well we did today.



School of EducationDream Diary: Useful creativity technique in art and writing classes. Students keep a diary of their dreams, then can use the images and ideas in their compositions.Envelope, Please: An activating strategy used prior to beginning a new topic.Forced RelationshipsA variant of the Forced Analogy approach to generating possible solutions to problems. In Forced Relationships, objects are paired to a seemingly unrelated task and students are forced to use the unrelated objects to accomplish the task. For example, the students might be told they need to water the flowers in the windowsill box using the water from the sink across the room, and their only tools are a flashlight and a piece of paper. Possible solutions would be to take apart the flashlight (placing the parts on the paper) then use the handle as a cup to carry water, or the paper could be folded into a temporary cup then discarded after the watering was done.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationGATHER Model: An inquiry-based model used in the teaching of history. The steps include: Get an overview, Ask questions, Triangulate the data, Hypothesize, Explore and interpret data, and Record and support conclusions.Go on, smile!Humor: Humor can be helpful in motivating students and in creating a community spirit.InnovatingAltering text or work in such a way that the original is still recognizable, but new concepts or contexts are introduced.JournalKnowledge Grammy Awards: Near the completion of a unit, students nominate and vote on which knowledge was most useful to them.Left and Right Creativity (LARC)Use drawing to stimulate right brain, then harness to left brain to creatively solve problemsL-I-S-T-E-NMulticultural Education ProgramsPrograms that focus on teaching children about other cultures, or adapting teaching to fit the cultures of the children being taught.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationNovelty: A motivational technique to engage student early in instruction. Share something unusual with students to arouse curiosity.Online Assessments/Games/LessonsP-I-E (Point, Illustrations, Explanation)A writing strategy to remind students about the key parts of a paragraph. As a cue, you can ask them if their paragraph has all the pieces of the P-I-E (Point-Illustrations-Explanation).QAR (Question-Answer Relationship)Exploration of the nature of answers. Are answers explicit or implicit in the reading, or are they internal to the reader?Quintilian ProgressionModel to guide assessment of writing in progress. 1st product: freely generated ideas and words. 2nd: student decides on organizational form of paper. 3rd (first written draft): student should aim for clarity. 4th: revise for correctness. 5th: revise for eloquence.



School of EducationReality-Based Model: Developed by Glasser as a counseling technique. Useful in teaching students to manage their own behavior by helping them discover what they really in a situation, and socially acceptable ways of getting what they want.Reflection: A metacognitive activity. Learner pauses to think about, and organize information gathered from reading, discussions, or other activities.S.W.O.T. Analysis (SWOT): Analysis of Strengths, Weaknesses, Opportunities, and Threats (SWOT) in a situation.Talking Chips: Response management technique to encourage students who do not often contribute, and limit students who contribute too much to discussions.Unsent LetterUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationVolunteer: Students as volunteers at a hospital, day care center, the zoo, etc.Whispering

Group Response/Suggestions



School of EducationInstructional Strategies: PsychoeducationalUsing Counseling to Reach the Students




School of EducationTheories/SkillsThe Magic Question RelationshipThe Charles Schulz PhilosophyOne Small GestureTHINK: ThinkMotivationThe 212 Degree Difference http://play.simpletruths.com/movie/212-the-extra-degree/ You Can (and Do) Make a Difference http://play.simpletruths.com/movie/simple-truths-of-service/ MAKE it a good day (MAKE the best of everything)The Wisdom in Hot ChocolateAdvocacyYou say it long enough, it starts to be a part of you.



School of EducationUsing the National Model to be COUNSELORS for ALLWe cant do any of these wonderful things if we arent allowed to use our UNIQUE set of skills.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationNational Model Programs Refocusing on Our Goals/ObjectivesOperate from a mission that is connected with the school districts mission and educational reform agendas.Are focused on improving academic achievement and eliminating achievement gaps.Operate from a formal set of Student Learning Objectives that are:Connected to National StandardsAligned to State Curriculum FrameworksAligned with District StandardsBased on Measurable and Student Learning OutcomesAre Data Driven and Accountable for Student Outcomes



School of EducationStudent Learning ObjectivesNational StandardsCommon Core Standards, http://www.corestandards.org/ State Curriculum FrameworkKentucky Curriculum Framework, http://education.ky.gov/curriculum/docs/pages/ky-model-curriculum-framework.aspx Kentucky Core Standards, http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx District Standards/PoliciesMeasurable and Student Learning OutcomesSMART/START Goals



School of EducationSMART/START GoalsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationData Driven & Accountable for Student Outcomes: Using the ASCA National Model to Make a Systemic ChangeThe ThemesLeadershipAdvocacyCollaborationSystemic Change

By aligning the School Counseling Program with district and school mission, reform initiatives and school improvement plans, professional school counselors are leaders and partners in systemic change to ensure equity and access to quality education and to promote career and personal/social development for all students.



School of EducationLeadership and Achievement Advocacy for EVERY studentAt Promise instead of At RiskSchool counseling programs that use a strengths-based, nondeficient leadership and advocacy model are educational leaders providing measurable equity, achievement results, and success for all students.The transformed professional school counselor leads and advocates in removing barriers to student performance and overcoming social injustice.Professional school counselors must work to remove these barriers and try to close these gaps to help all students succeed.



School of EducationLeadership and Achievement Advocacy for EVERY studentResearch shows Students from low-income families can match the achievement of high-income families stride for stride and in some school districts actually outperform students from affluent families.



School of EducationLeadership and Achievement Advocacy for EVERY studentCommon CharacteristicsSuccessful high-poverty schools demonstrate the following characteristics:Extensive use of state/local standards to design curriculum and instruction, assess student work, and evaluate teachers.Increased instruction time for math and reading.Substantial investment in professional development for teachers.Comprehensive systems to help students before they fail.Parental involvement.Accountability systems with consequences.



School of EducationLeadership and Achievement Advocacy for EVERY studentUsing our Leadership RoleCounselors can contribute to student learning by integrating their knowledge about student learning styles and modalities.Counselors can also become involved by designing and implementing professional development workshops for teachers, administrators, and parents.Counselors should monitor student performance to assist struggling students.Rather than waiting for complaints or obvious acts of discrimination, a leader will maintain an ongoing awareness of the school climate so that problems can be identified and remedied proactively using specific data points and intervening with developmental counseling lessons and group and individual counseling strategies.To be a successful leader, school counselors must also build strong alliances and work cooperatively with important stakeholders.



School of EducationLeadership strategies for new school counselors:Set reasonable and realistic leadership goalsApproach tasks with determinationResolve to work through resistanceBuild a strong support system and seek supervision and support from supervisors and colleaguesBe clear about your role as a school counselor

Leadership and Achievement Advocacy for EVERY studentUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationAdvocacy Counseling in SchoolsAdvocacy counseling involves efforts by professional school counselors to advocate for and with clients on both the microlevel and the macrolevel.On the microlevel, school counselors might advocate on behalf of students within the school systems or teach them self-advocacy skills.On the macrolevel, school counselors might intervene in some larger context (e.g., community) to effect more broad-based change.



School of EducationSchool Counselor Advocacy CompetenciesFour essential school counselor dispositions:Advocacy disposition - welcome the opportunity to be an advocate; willing to work through resistance.Family support/empowerment disposition - recognize the family as a key stakeholder and teach them how to advocate for their children.Social advocacy disposition - advocate on behalf of others when they recognize unfair situations.Ethical disposition - behave in accordance with applicable codes of ethics at all times.



School of EducationStudents need to be empowered to become leaders for life in their elementary, middle, and high school communities.Professional school counselors develop leadership academies, peer tutoring and peer counseling programs and encourage and expect all students to participate in extracurricular activities to increase their leadership skills, which, in turn, can provide students with a basis to learn advocacy skills.

Empowering Teachers with Achievement Advocacy SkillsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationEmpowering Teachers with Achievement Advocacy SkillsCounselors can assist teachers in developing management, facilitation, and advocacy skills.Provide in-service training on management skills.Help teachers create a safe, equitable, and learner-friendly environment for all students.Help teachers to communicate more effectively with parents and administrators.



School of EducationParents often take information from school personnel as fact.Professional school counselors assist parents and guardians to maneuver through unfamiliar territories to access services.Professional school counselors can help identify resources and discuss existing services with parents. They can assist parents in understanding and interpreting the information received from the school and their rights.Parents may also need assistance in determining how and when to use the information.Counselors can help parents gain access to needed services.

Empowering Parents with Achievement Advocacy SkillsUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationCollaboration: AccountabilityAlthough professional school counselors may believe certain approaches are effective, others, such as school board members, administrators, parents, and legislators, want documented evidence of the effectiveness of school counseling.Many of these individuals not only want confirmation that school counseling services are beneficial to students, but also that these services are cost effective.Collaborate with these stakeholders to:Gather DataShare Data!



School of EducationAccountabilityThe U.S. Department of Education made it a goal to transform education into an evidence-based field.Outcome research in professional school counseling analyzes whether school counseling programs or components of a program result in positive outcomes for students. Counselors are ethically bound to provide the effective services to their clients, and without thorough knowledge of the research, counselors will not know what has been shown to be the best. Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of Education64Accountability: Making School Counseling Count

Professional school counselors must design data driven school counseling programs that fit into the mission of todays schools:Rigorous standards and accountability for all students.Accountability is the professional school counselors responsibilityProfessional school counselors need to integrate themselves into school reform by collaborating with all school staff instead of working as ancillary personnel removed from the instructional side of schools.



School of EducationAccountability: Every Educators ChallengeData must show more than time-on-task numbersTime-On-Task Data is:Student contact madeGroup sessions heldClassroom guidance lessons deliveredTime-on-Task Data is still valuable but stops short of answering the critical question of how our work affects student achievementData needs to show how school counseling program impacted student successWe must answer the question, How are students better off academically because of what you do?Must show that counselors have made a difference in student achievementData must justify continuing funding for school counselorsEspecially when other role groups are being cutUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationStart with Student Outcome DataSchool counseling programs must start with student outcome data, then decide which data they want to track and drive in a positive direction.Once that is accomplished, the program components come into play to move the data.Data is the engine that drives the school counseling program.



School of EducationResults-Based AccountabilityNeeds Assessments, Surveys, Pre- and Post- TestsAlthough these methods are moving us closer to accountability, they are still soft measures of accountability and not at the level of accountability expected of stakeholders as they are self-report measures.To deem counting and results-based approaches as adequate without showing the impact of our work on school report card data places us at risk of being viewed as a poor use of financial resources.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationStudent Outcome DataThe shift from counting what we do to measuring our impact on critical school-based data is most powerful when we can explain and prove that our work is necessary and successful interventions are needed to improve a childs academic success. Example: Number of Ds and Fs for the seven students reduced by 29% on the report card following the six small group counseling sessions. Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationTodays Children and the School Counseling Program



School of EducationMoving to an Accountability MindsetVision without action is meaningless. SpinettaSince the 1990s school counseling has progressed from the tradition of a responsive services focus to a proactive programmatic system that is inexplicably integrated within the mission of schoolsASCA National ModelWithout a shift in thinking to the use of data to address equity issues, one cannot realize the goals of the ASCA National Model.A Social Justice mindset is the mantra of the 21st century practiceASCA National StandardsEncourages school counselors to think in terms of the expected results of what students should know and be able to do as a result of implementing a standards-based, CSCP.Message: School Counselors are ideally situated in schools to serve as social justice advocates to eliminate the achievement gap and focus their efforts on ensuring success for every student.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationAccountabilityThe Accountability Quadrant answers the question, How are students different as a result of the school counseling program?An accountable CSCP includes the following:An alignment with the school Mission and School Improvement ProcessCommitment to working with a critical data element as part of program design and implementationAnalyzing dataFacilitating a Stakeholders Unification around goals and delivery of strategiesMonitoring results.Educating all about the results: administrators, faculty, staff, students, families, and community supporters



School of EducationDemystifying DataUniversityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


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School of EducationThe New Essential Question:How Has Student Achievement Increased as a Result of What Counselors Do?

School Counseling Programs are about RESULTS.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationData Data Everywhere



School of EducationAsking the Right QuestionsMaking connections between the various data sets will help us focus on what is most important.Examples:In our school, do student outcomes differ by demographics?In our school, what is the profile of a successful student? A failing student? A dropout?We then can use data to answer the questions that count.Collaborative analysis can lead to collaborative action.Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationData 101The ASCA National Model describes three types of data usage: Process data confirms how many times an event occurred, for how long, who was involved and how the event was conducted. What you did for whomProvides evidence that event occurredExample: As part of the school counselors commitment to contribute to this collaborating with teachers to improve grades, every 8th grade student participated in six school counseling lessons that focused on organizational skills and study skills. Perception data is a snapshot in time that allows us to analyze changes in attitudes, beliefs, or needs over time.Often collected as pre- and post- information, need assessments, or surveys. Snapshot in time that allows us to analyze changes in attitudes, beliefs, or needs over time. Attitudes or Beliefs: 32% believe they will get an A or B in this classCompetency Achievement (Skills): Every student in grades 9 12 completed an ILPKnowledge Gained: 90% of students demonstrated knowledge of college entrance requirements Example: As a result of the school counseling lesson, students have the opportunity to share their changes in attitude or organizing their notes in a new way.



School of EducationData 101Results data shows impact and provides information to evaluate programs.So WHAT dataHard Data/Application Data: Data either supports or does not support goals of the program.Shows impact and provides information to evaluate programsHave your activities contributed to students ability to utilize the knowledge attitudes and skills to effect behavior?AttendanceBehaviorAcademic AchievementExample: As a result of these 6 classroom guidance lessons, have 90% of the 8th graders improved their class work, handed in all of their homework, passed all of their classes, and ultimately improved their scores on the state test?Which indicators do we monitor?How frequently do we do this?Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationThe Power of DataData demonstrates how the school counseling program is contributing to overall student progress and student achievement. Data allows us to identify and eradicate practices that may be deterring access to, or success in, higher-level academics.Data can be used to inform educators decisions, not replace them. Data: Friend or Pho-biaData is a counselors best friendIt provides new information that can be used to guide action.From Perception to RealityData gives your story a factual framework.No longer are we presenting perception: the descriptors in our school-based stories are rooted in reality. Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationMeasure and Monitor What MattersAccountability shows that all educators, especially school counselors, intentionally act to close the achievement gap. Social justice and accountability go hand in hand. Data brings attention to opportunities for school-wide improvement through conversations and planning. Data provides guidance for program development and implementation.Data can:Challenge attitudesDevelop high expectationsDeliver facts that support on-going quality career and academic advisingAlert us to enrollment patterns for rigorous academic courses.Impacts the instructional program. Universityof theCumberlands School of EducationSchool of EducationUCSchool Counseling Program


School of EducationThis next generation of school counselors is in a pivotal position to help students and wed academic rigor with affective development, & thus help close the information, opportunity, and achievement gaps.



School of EducationSystemic Change : What Are Effective Methods for Delivering School Counseling Programs? Professional school counselors must implement a comprehensive school counseling program for all students that is a systematic component of the larger schools purpose and mission.



School of EducationGuidance CurriculumAlthough much of the research is on elementary guidance curriculum, it seems middle school students benefited most from guidance curriculum offerings with an effect size of .46.High school students benefited with effect size of .39.Schlossberg, Morris, and Lieberman (2001) found that counselor-led, developmental guidance units presented in 9th grade classrooms have the potential to improve students' expressed behavior and general school attitudes, while also addressing student developmental needs.Elementary students benefited with an effect size of .31.Elementary counselors primarily used the guidance curriculum to address personal/affective needs.Elementary guidance lessons which focused on improving self-esteem and self-concept had limited impact on students self-esteem.



School of EducationIndividual Student PlanningOnly 10 studies of individual planning have been conducted, mostly with high school students.Overall weighted effect size was statistically significant.Professional school counselors often design individual planning around educational and career/vocational planning.A recent study found that counselor-free interventions are not effective, and interventions that involve a counselor are significantly more efficacious (Whiston, Brecheisen, & Stephens, 2003). Whiston et al. (1998) found that career interventions were more effective at the junior/high middle school level than at the high school level. Career development activities seem to be generally effective.



School of EducationResponsive ServicesGroup CounselingA substantial number of studies verified the positive effects of group counseling interventions. Bullying ProgramsIn recent studies of the Olweus Bullying Prevention Program, Olweus (2005) found reductions in bullying behavior which approached around 50%. Some of the initial studies of the implementations of the Bullybusters program found a 20% reduction in the number of bullying incidents reported in the first year.In a study of the effectiveness of the PeaceBuilders program, Flannery et al. noted significantly higher ratings of social competence among K-2 students who received the intervention and moderately higher levels of social competence for students receiving the intervention in grades 3-5.



School of EducationSystem SupportThere is growing empirical support for the effectiveness of consultation activities.Consultation can lead to more students being referred for school counseling.Does a fully implemented CSCP make a difference?According to Lapan, Gysbers, and Sun (1997),students from schools with more fully implemented programs were more likely to report that:(a)they had earned higher grades; (b)their education better prepared them for the future; (c)they had more career and college information available to them; and (d)their schools had a more positive environment. Many other studies showed consistent results.



School of EducationA Last WordPublic AwarenessWays to publicize the professional school counselors role:A column in the school or local newspaperBrochuresUse of web sitesSpeaking engagements at local eventsClassroom presentationsSpecific SuggestionsCreate a school counseling program Listserv and encourage local media to have access to it for story ideas and questions related to referrals.Sponsor specific community or school events of a developmental nature and ask local media to cover it.Request that professional school counselor license plates be offered by your state to promote the professions visibility.Advocate with local and state legislators to better fund and support school counseling programs.



School of EducationReferencesDiscover your learning styles graphically. (2013). Retrieved from http://www.learning-styles-online.com/overview/. Erford, B.T., (2010). Transforming the School Counseling Profession. Upper Saddle River, New Jersey: Pearson Education, Inc. Rowan, Kelly J. (2013). Glossary of Instructional Strategies. Retrieved from http://www.beesburg.com/edtools/glossary.html.Stone, C.B. & Dahir, C.A. (2010). School Counselor Accountability: A MEASURE of Student Success, 3/E. Upper Saddle River, New Jersey: Pearson Education, Inc.



School of EducationFor further questions , comments, or concerns, contact:

Susan R. Rose, Ph.D., [email protected](502) 253-9859 Home(502) 468-1480 Cell



School of EducationCareer Schedule career speakers Classroom guidance careers Collaborate to use technology to access career info (4th & 5th grade)

Small group Girl Power, Girls on the Run, College Bound Parent/student conference on career concerns Arrange school visits (middle)

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The Counselor’s Role in Closing the Achievement Gap

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