St. vrain School District School Counselor professional development October 10, 2017

1. St. vrain School DistrictSchool Counselor professional developmentOctober 10, 2017 Tammy Dodson, Ed.D, NCSC, NCC, LPC Grandview High School Cherry Creek Schools

2. Goals for today’s training • Discuss the appropriate roles of the school counselor • The school counselor’s use of data • Brief overview of ASCA National Model • Next steps and district expectations

3. How will we do this work today? Be open to the experience and to each other.

4. How will we do this work today? Speak your truth without blame or judgment.

5. How will we do this work today? Notice moments of discomfort and stay focused.

6. How will we do this work today? Listen fully with your ears, eyes, and heart.

7. Why are you here today? • Why are you a school counselor? • Do you believe you make a difference at your school? With your students? With your community? How? • Do your administrators believe you make a difference at your school? Impact student achievement? How? • Do the teachers at your school believe you make a difference at your school? How?

8. Components of Change Who likes change?

9. Change Can Happen!

10. some of the school counseling researchers • Lapan, Gysbers, Sun, 1997 • Lapan, Gysbers, Petros, 2001 • Sink, Stroh, 2003 • Ward, 2009 • Carey, Harrington, Martin, & Hoffman, 2012 • Dimmitt & Wilkerson, 2012 • CSCORE – Carey & Harrington, UMASS

11. research on Schools with Comprehensive counseling programs Increased: • Graduation Rates • Math and reading scores • 3rd grade reading proficiency • Scores on state tests • ACT scores • Students taking ACT • Perkins Program completion • Attendance

12. research on Schools with Comprehensive counseling programs Decreased: • Suspension rates • Discipline referrals • Student reports bullied/teased

13. How the school counseling program is organized does matter!

14. What school counselors choose to do does matter!

15. school counselors in changing times • Lack of legitimization • Lack of consistent identity • Variation in roles from state to state and site to site • Non-school counselor responsibilities • Educator vs. Mental Health counselors • Random Acts of Guidance vs. Comprehensive program • Pre-service training varies as do administrative expectations • Lack of counselor accountability

17. School counselors work in three domains!

18. we exist to effect change in students! Help Students acquire: • Attitudes • Skills • Knowledge To Improve: • Attendance • Behavior • Academic Achievement

19. the old question was . . . “What do school counselors do?” THENEW QUESTION IS . . . “How are students different because of the school counseling program?

20. what do these terms mean? • Leadership • Advocacy • Collaboration • Systemic Change How are they integrated with the District Goals? How are they aligned with your school goals, college and career readiness, student achievement?

21. leadership behaviors 1. Accomplish goals with certainty 2. Find resources to secure what is needed to improve services for students 3. Advocate for marginalized students 4. Share innovative ideas 5. Actively work with stakeholders to implement School Counseling Program 6. Remain positive when faced with barriers impeding student success 7. Persuade others to gain buy-in 8. Accomplish goals that have systemic impact 9. Ask for help to advocate on behalf of students and parents 10. Be confident in ability to lead School Counselor Leadership: The Essential Practice

22. collaboration

23. Systemic change After school Program Tutoring 45% of students in the school have a D or F. Mentors Individual Counseling Small Group Student Focused 504 Classroom Lesson Behavior Management Phone Contact

24. Systemic change Analyze master schedule Change Policies 45% of students in the school have a D or F. Disaggregate Data by Teacher Implement school Wide Closing the Gap Plans PBIS System Focused Conduct a Student Survey Advocate for Task Force Team with Parents & Community School wide Advisory Program

25. ASCA National Model

26. why asca national model? More time with students More time spent on counseling More school counseling programs Better results for all students More engaged stakeholders More accountability

27. Challenges . . . Time – how to prioritize Timing – when to start Buy-in from stakeholders ASCA school counselor role vs. reality Aligning with district “drivers” Data – implications Frustrations of so much to do

29. FOUNDATION Program Focus Student Competencies Professional Competencies

30. program focus

31. vision

32. mission

34. program goals

35. effective program goals Promote achievement, attendance, behavior and/or school safety Are based on school data Address school wide data, policies and practices to address closing-the-gap issues Address academic, career and/or personal/social development Are SMART: Specific, Measurable, Attainable, Results-Oriented, Time-bound

36. school data profile template

37. student competencies

38. ASCA Mindsets & Behaviors for Student Success K-12 College and Career Readiness Standards for Every Student http://www.schoolcounselor.org/school-counselors-members/about-asca/mindsets-behaviors

39. Mindsets & Behavior Standards

40. Domains

41. Categories of Standards

42. 6 Mindsets • M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being • M2. Self-confidence in ability to succeed • M3. Sense of belonging in the school environment • M4. Understanding that post-secondary education and life-long learning are necessary for long-term career success • M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes. • M6. Positive attitude toward work and learning

43. behaviors • 3 Behavior Categories • B-LS 1-10 Learning Strategies • B-SMS 1-10 Self Management Skills • B-SS 1-9 Social Skills

44. professional competencies

45. asca school counselor competencies • Outline the attitudes, skills, and knowledgethat ensure school counselors are equipped to meet the rigorous demands of the professional the needs of our preK-12 students. • The Competencies can be used by: • School counselors for self-assessment and professional development planning • Counselor education programs for training • Supervisors and administrators for supervision

46. asca ethical standards • Outlines ethical behaviors necessary to maintain high standards of integrity, leadership, and professionalism. • The 2016 revision has National Model components woven throughout.

48. To MANAGEMENT Assessments Tools

49. assessments

50. school counselor self assessment/ evaluations