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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!
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
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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