Post on 28-Dec-2015
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Lee High School Systems Support Program • Molded by the tenets of the ASCA National Model
• Optimized essential transitions
• Verified by research,
• Evaluated by current and comprehensive data
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Orientation to a Comprehensive School Counseling Program
Kwok-Sze Wong, Ed.D. ASCA Executive Director
“The ASCA National Model reinforced the idea that school counselors help every student improve academic achievement, navigate personal and social development and plan for successful careers after graduation” (American School Counselor Association, 2012, p. x).
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MOVESystems Support
Molded by the ASCA National Model to be:• Balanced• Holistic• Infused• Proactive• Reflective• Systemic
ASCA challenges school counselors to provide:• Advocacy• Collaboration• Leadership• Systemic change
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Transitioning Program
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Mahatma Gandhi
“We need to be the change we want to see happen. We are the leaders we have been waiting for”
(Bowers, Hatch, & American School Counselor Association, 2005, p. 69).
Optimized Essential Transitions
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GPS • Good Foundation• Proper Delivery• Sound Management and Accountability
MAP• Mentoring by peers• Access to vital transition tools• Partnering with college/business
Foundation
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•Student Competencies
• ASCA Student Standards
• District and State Standards
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• Professional Competencies
• ASCA School Counselor Competencies
• ASCA School Counselor Ethical Standards
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•Program Focus
• School Counselor Beliefs
• School Counselor Vision Statement
• School Counseling Mission Statement
• School Counseling Program Goals
Delivery
Direct Services• Designing Senior
Transition Teams• Managing Peer
Mentoring/Tutoring• Individual Student
Planning• Orientation Classroom
Guidance
• Newsletters/brochures• User-friendly Web page• Tips for success• Important links• SAT/PSAT dates and
preparation• Two-way
Communication• Request forms and
submission
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Indirect Services
Management• Annual Agreements• Advisory Counsel• Data -Monitor Student Progress -Reveal and close gaps in…
Achievement – Opportunity - Attainment
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• Action Plans - Curriculum - Small Group
- Closing the Gap • Calendars• Use of Time Assessment• Balancing with flexibility to meet immediate needs
Accountability• Data Collection• What does subgroup data reveal about…• Grades• Attendance• Rigorous course enrollment• On-time graduation rates• Behavior
• Performance Evaluations • Benchmark assessment checklists• Formal supervisory evaluation
• Program Audits• How well does MOVE Systems Support align with the ASCA
National Model?• How will the audit result in necessary program change?
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Collaboration and Consultation
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Removing Barriers• Achievement gaps• Low participation of
underserved groups in rigorous academics
• Attainment gaps• On-time graduation• Advanced diploma
• Collaboration for Community Involvement• College Night• SAT Preparation• Business Internships• Shadowing
Coordinate Activities
Addressing Identified GapsDrop-Out Rates Attendance
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(Virginia Department of Education, 2012).
Research-Support
Peggy Hines, Ph.D. Indiana State University
“Disaggregated data is a powerful tool in the hands of a school counselor who is a student advocate” (Bowers, Hatch, & American School Counselor Association, 2005, p. 64).
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Understanding Peer Reviewed Articles
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• What are Peer-Reviewed articles?• “Refereed” articles
• Proofread by editors/ judged by peers in academic field
• Factually accurate• Presenting new information• Submitted according to
rigorous guidelines
• Why are they important?• Innovation• Motivation• Integrity• Scholarship• Advocacy
• Where are they found?• Online Databases• ERIC• http://www.eric.ed.gov/
• EBSCOhost• http://
search.ebscohost.com/• Lexis Nexis Academic • http://
www.lexisnexis.com/• Scholarly Journals• Professional School Counseling• Clearinghouse
Verified by Research
•How does RESEARCH impact the MOVE Systems Support
Program at Lee High School?
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• Data drives the program•Dimmitt, C., & Carey, J. (2007). Using the ASCA National Model to facilitate school transitions. Professional School Counseling, 10(3), 227-232.
• Peer transition teams WORK!
•Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. Professional School Counseling, 12(4), 292-299.
Program Evaluation
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sStan Maliszewski, Ph.D., University of Arizona
“Results-based evaluation is essential to comprehensive school counseling programs …and most difficult” (Bowers, Hatch, & American School Counselor Association, 2005, p. 60).
Evaluated by Current and Comprehensive Data•Which data measures the effectiveness of Project MOVE:•Increased student attendance•Increased AP course enrollment •Increased on-time graduations
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• Decreased behavior referrals• Decreased suspensions/expulsions
• Post-Secondary Success• College• Career placement
Measure of Student Perceptions of Program Effectiveness
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• Surveys• Computer-based
• Online (Survey Monkey)
• Confidential• Taken anonymously
• Consistent• Given at regular intervals
• Crucial• Stakeholder feedback
• Critical • Authentic program evaluation
ReferencesAmerican School Counselor Association. (2012). ASCA national model: A framework for school counseling programs. Alexandria VA: American School Counselor Association. Bowers, J., Hatch, T., & American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs. Alexandria VA: American School Counselor Association.Brooks, A. (n.d.). Definition of peer reviewed Articles. eHow- Discover the expert in you. Retrieved September 19, 2012, from http://www.ehow. com/about_5283084_definition-peer- reviewed-articles.htmlDimmitt, C., & Carey, J. (2007). Using the ASCA National Model to facilitate school transitions. Professional School Counseling, 10(3), 227-232. Retrieved from http://search.ebscohost.com.ezproxy.liberty. edu:2048/login.aspx? direct=true&db=pbh&AN=25435709&site =ehost=live&scope=site
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References continuedDollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Pearson.Erford, B. T. (2011). Transforming the school counseling profession. Upper Saddle River, N.J: Pearson Education.Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. Professional School Counseling, 12(4), 292-299. Retrieved from http:// search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct= true&db=pbh&AN=37564385&site=ehost-live&scope=siteVirginia Department of Education. (2012). Pittsylvania County Public Schools. Division Report Card. Retrieved from https://p1pe.doe. virginia.gov/reportcard/report.do?division=71&schoolName=All
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