School counselors time
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School Counselors’ Time. Jeannine O’Brian. Delivery of Services to Students. The American School Counselor Association (ASCA) suggests that a minimum of 80% of school counselors’ time is allocated for the delivery of services to students. Services.

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School counselors time

School Counselors’ Time

Jeannine O’Brian


Delivery of services to students

Delivery of Services to Students

The American School Counselor Association (ASCA) suggests that a minimum of 80% of school counselors’ time is allocated for the delivery of services to students.


Services

Services

  • Classroom guidance based on school counseling curriculum

  • Group counseling for students with identified needs

  • Individual counseling for students with identified needs

  • Responding to crises

  • Referring students to outside resources

  • Consulting with parents and teachers


Services do not include

Services Do NOT Include…

  • Data entry of all new students

  • Test coordination

  • Disciplinary action

  • Substitute teaching

  • Keeping clerical records


Current use of time

Current use of Time

  • Currently, our school counselors do whatever needs to be done around the school, leaving approximately 50% of their time for the delivery of school counseling services.

  • We can do better!


Research

Research


1 ramp vs non ramp scools

1. RAMP vs. Non-RAMP Scools

  • Compared 75 Indiana schools with recognized ASCA model programs (RAMP) to a control group of 226 schools without RAMP

  • RAMP schools of all levels saw higher levels of proficiency on ELA and Math tests

  • The greatest difference was seen among elementary schools

    Wilkerson, K., Perusse, R., & Hughes, A. (2013, February). Comprehensive school counseling programs and student achievement outcomes: a comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16(3), 172+.


2 impact of cscps in missouri

2. Impact of CSCPs in Missouri

  • 184 schools throughout Missouri

  • Several variables were looked at:

    • The existence of a comprehensive school counseling program (CSCP)

    • Indicators of safety

    • Indicators of academic success

  • Students at schools with comprehensive school counseling programs reported feeling safer, having better relationships with teachers, and getting better grades

  • Lapan, R. T., Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6(3), 186.


3 years matter washington state study

3. Years Matter -Washington State Study

  • 146 middle schools in Washington State

  • Found that the longevity of the comprehensive school counseling program matters

  • Schools in which a program had been implemented for five or more years saw significantly greater differences achievement that schools with new or no comprehensive school counseling program.

  • Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington State middle schools. Professional School Counseling, 12(1), 43-53.


Making 80 happen

Making 80% Happen

  • Complete use of time assessment with school counselors (and make appropriate changes)

  • Maintain the recent change regarding test coordination, and keep school counselors away from it

  • Evaluate current administrative support staff positions and considering the creating a new position to take some of the clerical responsibilities away from school counselors

  • We need to stop asking school counselors to cover classes


Impact on our school c ounseling program

Impact on our School Counseling Program

  • Our school counseling program will grow and include more interventions based on students’ needs

  • School counselors will be able to engage in preventative interventions rather than putting out fires

  • School counselors will be able to spend more time consulting with teachers and other staff


Impact on students

Impact on Students

  • Increased availability of mental health services for students

  • Better learning environment

  • Greater academic success

  • Increased college and career readiness


Questions

Questions?


References

References

  • American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Program, 3rd Edition. Alexandria, VA.

  • Lapan, R. T., Gysbers, N.C., & Petroski, G.F. (2003). Helping seventh graders be safe and

    successful: A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6(3), 186.

  • Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of

    comprehensive school counseling programs and academic achievement in Washington State middle schools. Professional School Counseling, 12(1), 43-53.

  • Wilkerson, K., Perusse, R., & Hughes, A. (2013, February). Comprehensive school counseling programs and student achievement outcomes: a comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16(3), 172+.


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