The “NEW” Wisconsin Comprehensive School

Counseling Model

From Theory to ApplicationJune 2008

The Wisconsin Comprehensive School Counseling Model

Gary L. SpearSchool Counseling Consultant

Student Services Prevention and Wellness Team

Wisconsin DPI

Audio Difficulties Make sure the volume is turned up (volume button

beneath the speaker’s picture) Make sure the volume on the computer is turned up

(volume icon located on the right hand side of your computer task bar)

Contact your IT department If audio and visual is lost during the program, go back to:

http://media2.wi.gov/dpi/catalog, and click on the Student Services Prevention and Wellness Team link on the left, then when the SSPW Team page of archived programs appears, select the program link desired.

If problems persist, contact Randy Thiel (608)-266-9677 orLaurie Salzman (608) 267-9117

Presentation material

A copy of the PowerPoint is available at:

http://dpi.wi.gov/sspw/scpowerpoint.html

The “OLD” WDGM Based upon Nine Competencies connecting family, school, and work solve problems understand diversity, inclusiveness, and

fairness work in groups manage conflicts integrate growth and development direct change make decisions set and achieve goals

The “ NEW” WCSCM ASCA National Model National Consortium for State Guidance

Leadership The Educational Trust: Transforming

School Counseling Initiative National Career Development

Guidelines National Occupational Information

Coordinating Committee WDGM

Differences: WDGM to WCSCM

Program Implementation Model Academic Standards Conferencing Individual Learning Plans Accountability / Evaluation

Program Implementation

Building the Foundation Planning the Program Establishing Priorities Designing the Program Preparing for Implementation Evaluating the Program

Program Implementation Transition from a position to program

approach Program of:

BY ALL . . .FOR ALL A program that encourages and

promotes academic, career, and personal/social development for ALL students

A program with the goal of academic success for ALL students

WCSCM: . . .FOR ALL

The fundamental goals of comprehensive school counseling are twofold: provide for student achievement and

success; increase the options that students

perceive for themselves

FROM “Position”:TO “Program”:

At risk student emphasis

Crisis driven “On call” approach to

use of time Delivered only by

counselors Owned by counseling

staff only

Include all students Curriculum driven Calendared time Collaborative effort

between counselor, faculty, parents, and community

Community owned and supported

Calendar and TimeWisconsin Comprehensive School Counseling Model

Suggested Program Percentages Ranges

Percentage Rate

Elementary Middle High Delivery System Components School School School School Counseling Curriculum 35-45% 25-35% 15-25%

Individual Student Planning 5-10% 15-25% 35-50%

Responsive Services 30-40% 30-40% 25-35%

System Support 10-15% 10-15% 10-15%

TOTAL 100% 100% 100%

WCSCM Delivery System

Four Components School Counseling Curriculum:

classroom, curriculum development, group activities, parent workshops

Responsive Services: individual & small groups, crisis, consultations, referrals

Individual Student Planning: individual & small group appraisal or advisement

System Support: professional development, consultation, collaboration, program management

Model Academic Standards Format

Standard H Students understand the relationship between educational achievement and career development

Content Standard

By the end of grade 4 students will:

By the end of grade 8 students will:

By the end of grade 12 students will:

Core Performance Standard

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

H.1 Attain educational achievement and performance levels needed to reach personal and career goals

Benchmarks

H.4.1.1 Learn to work together in a classroom setting

H.8.1.5 Develop an individual learning plan to enhance educational achievement and attain career goals.

H.12.1.1 Review and revise an individual learning plan to enhance educational achievement and attain career goals.

School Counseling Curriculum:Student Standards Content Standards Core Performance Standards Grade Level Performance Standards [4,

8, 12] Content Standard = A

Core Performance = 1 Grade Level = 4.1.1Ex. = A.4.3.1, D.8.2.1, I.12.1.1

Career Domain Standard H: Students will understand the

relationship between educational achievement and career development. Core - H.1: Attain educational

achievement and performance levels needed to reach personal and career goals.

Grade Level - H.8.1.5: Develop an individual learning plan to enhance educational achievement and attain career goals.

Model Academic Standards – Three DomainsAcademic Domain

Core Content Standards: A, B, C A: Students will acquire the attitudes, knowledge,

and skills that contribute to successful learning in school and across the life span.

B: Students will develop the academic skills and attitudes necessary to make effective transitions from elementary to middle school, from middle school to high school, and from high school to a wide range of postsecondary options

C: Students will understand how their academic experiences prepare them to be successful in the world of work, in their interpersonal relationships, and in the community

Model Academic Standards – Three Domains

Personal/Social Domain Core Content Standards: D, E, F

D: Students will acquire the knowledge, attitudes, and interpersonal skills to understand themselves and appreciate the diverse backgrounds and experiences of others.

E: Students will demonstrate effective decision-making, problem-solving, and goal-setting skills.

F: Students will understand and use safety and wellness skills.

Model Academic Standards – Three Domains

Career Domain Core Content Standards: G, H, I

G: Students will acquire the self-knowledge necessary to make informed career decisions.

H: Students will understand the relationship between educational achievement and career development.

I: Students will employ career management strategies to achieve future career success and satisfaction.

Student and Parent Educational/Career Planning Conference

Conferencing is a process that involves activities planned and directed by school counselors that assists students in planning, monitoring, and managing their own learning, as well as, their personal and career development. Through these activities, students are encouraged and given opportunities to set and evaluate their educational and career goals and develop their Individual Learning Plan that will help them achieve their educational, career and life goals.

Student and Parent Educational/Career Planning ConferenceThe WCSCM has defined the mission of the Student and

Parent Educational/Career Planning Conferences to:

Require the school counselor(s) to provide curricular opportunities for all students in the areas of academic, personal/social and career development.

Impact all students in the most effective manner concerning the importance of career decision making and planning for life after high school.

Involve the school (student and counselor(s)), parents, and the community (business and industry) in the conferencing process and activities.

Student and Parent Educational/Career Planning Conference

Common elements of an effective conferencing process include: School Counseling Curriculum Individual Assessment Materials Student Individual Learning Plans Resources and Options Framework

Individual Learning Plan

Students will investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; and propose career options based on their Individual Learning Plan.

Individual Learning Plan ILP’s meet benchmarks within the Model

Academic Standards for school counseling

ILP’s take into account what happens to students outside the walls of the school building

ILP’s can provide a process and product for students to use that opens them up to unique educational and career opportunities

Impact of WCSCM As students understand themselves,

explore the world around them and establish goals for their futures, they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their careers tomorrow.

Accountability/Evaluation

Program Audit Counselor Performance Program Evaluation

Student Progress

Advisory Committee