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Comprehensive School Counseling Program Advisory Council . George Washington High School 2013-2014 Presented by Tara Lavizzo, TerriLynn Vigil, Leigh Cassidy & Jay McCann. Yesterday’s Guidance Counselor vs. Today’s School Counselor. Guidance Counselor Reactive Services to a few

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comprehensive school counseling program advisory council
Comprehensive School Counseling ProgramAdvisory Council

George Washington High School

2013-2014

Presented by

Tara Lavizzo,

TerriLynn Vigil,

Leigh Cassidy

& Jay McCann

yesterday s guidance counselor vs today s school counselor
Yesterday’s Guidance Counselor vs. Today’s School Counselor

Guidance Counselor

  • Reactive
  • Services to a few
  • Impact measured via feelings and perception
  • Ancillary role to school involvement process
  • School counselors in isolation

Professional School Counselor

  • Proactive/Data Driven
  • Services to ALL
  • Impact measured via achievement data
  • Essential role in the school improvement process
  • School counselors as school leaders
  • Develops, manages, and evaluates a comprehensive school counseling program

GSCA Advocacy Committee (2010)

a comprehensive school counseling program
A Comprehensive School Counseling Program
  • Addresses academic, career, & personal/social development of all students
  • Delivers Guidance Curriculum to ALL students
  • Provides Intentional Guidance for SOME
  • Utilizes Data
  • Impacts student performance (Achievement, Behavior, Attendance,)
  • For GWHS, a 3-5 year action plan that will build capacity and remove barriers
  • GWHS is one of two high school counseling program in Denver Public Schools to pursue RAMP (Recognized ASCA Model Program)

Julie Hartline & Gail Smith (2011)

ASCA

a comprehensive school counseling program to meet the needs of all students
A Comprehensive School Counseling Program to meet the needs of ALLstudents

Determines the academic, career, and personal/social needs of the students

PROGRAM FOUNDATION

Addresses the students’ needs via four delivery methods

DELIVERY SYSTEM

Involves stakeholders and measures the impact of the school counseling program

MANAGEMENT

Evaluates the program based on outcomes and makes adjustments

ACCOUNTABILITY

Julie Hartline (2009)

school counseling pyramid of intervention

Individual Support

(Tier 3)

Intentional Guidance

(Tier 2)

Guidance Curriculum

(Tier 1)

School Counseling Pyramid of Intervention

Specialized Interventions

(Tier 4)

School Improvement Plan

tier 1 guidance curriculum
Tier 1: Guidance Curriculum

“Developmental in design, educational and preventative in nature, and comprehensive in scope, the guidance curriculum ensures that every student in the school will receive services from the guidance program.”

  • Lessons that are delivered to ALL students
      • Lessons on transitioning to high school
      • Lessons on academic planning
      • Lessons on goal setting
      • Lessons on career awareness
  • Standards based (ASCA)

Dimmitt, Carey, & Hatch (2007)

Julie Hartline & Gail Smith (2011)

tier 2 intentional guidance
Tier 2: Intentional Guidance

Academic, career, or personal/social interventions are provided to SOMEstudents

  • SOMEstudents need more
  • Small Group Counseling
  • Group Guidance Activities
      • Motivation Groups
      • Academic Groups
      • Group for seniors without a future plan
      • Brown Bags for seniors

Julie Hartline & Gail Smith (2011)

tier 3 individual support
Tier 3: Individual Support

Can Include:

  • Individual student planning (appraisal or advisement)
  • Consultation with parents, teachers, and community organizations
  • Individual counseling
  • Crisis Counseling/Response
  • Referrals to outside agencies or SSW
  • Peer Facilitation (mediation, conflict resolution, mentors, tutors, peer support programs)

Julie Hartline & Gail Smith (2011)

tier 4 specialized interventions coordinated by mental health team
Tier 4: Specialized Interventions (Coordinated by Mental Health Team)
  • Agency Referral
  • Emergency Crisis treatment
  • Family Preservation
  • Hospitalization
  • Probation/Incarceration
  • Disabilities Programs
  • Long-Term Therapy

Julie Hartline & Gail Smith (2011)

counseling program goals for 2013 2014
Counseling Program Goals for 2013-2014
  • Goal #1- To decrease the achievement gap by increasing academically-focused interventions
  • Goal #2- To increase college-readiness for all students by offering post-secondary preparation
  • Goal #3- To increase visibility, distribution and communication of resources to all stakeholders in order to provide equal access to college-readiness within the school
goal 1 to decrease the achievement gap by increasing academically focused interventions
Goal #1- To decrease the achievement gap by increasing academically-focused interventions
  • Create Student Intervention Team
  • Decrease the number of students on the D and F list.
  • Improve students’ attitudes, skills and knowledge with regard to study skills, stress and motivation
goal 2 to increase college readiness for all students by offering post secondary preparation
Goal #2- To increase college-readiness for all students by offering post-secondary preparation
  • 90% of each 9th, 10th and 11th grade class will complete Personal Educational Plans (PEPs) through Naviance.
  • Increase amount of students taking the Accuplacer to broaden remediation classes offered at high school
  • Welcome to High School presentations
  • Pathways to Your Future workshop
  • ACT prep
  • Incoming Freshmen Night
  • AP Showcase Night
slide13

Goal #3- To increase visibility, distribution and communication of resources to all stakeholders in order to provide equal access to college-readiness within the school

  • Technological resources
    • Website
    • Electronic bulletin board
    • Newsletter/Calendar
  • Showing Data and RAMP process
  • Schedule change process
  • School-wide programs (during school)
    • Choice of Studies presentations
    • College Fair
    • Electives Fair
  • Evening programs

FAFSA, Financial Aid, Admissions, Back to School Night, Incoming 9thgraders, Junior meeting, ACT Prep, Essay Writing, NCAA Clearinghouse

barriers to achieving goals
Barriers to achieving goals

Coordination and administration duties

  • Pre-collegiate scheduling, invitations, follow up, interviews, etc
  • Setting up all classroom presentations/ meetings, College Readiness Day
  • access to computers, computer labs/community room and students for PEPs/Classroom guidance,
  • rescheduling PEPs when teachers don't come
  • Unreasonable amounts of emails
  • Getting students signed up for Accuplacer, marketing Accuplacer, Accuplacer paperwork
  • 4 year course plans on PEPs
barriers to achieving goals1

Course and schedule changes

Barriers to achieving goals
  • Inputting all course requests for the following year- data entry in IC
  • Student requested schedule changes for over 2 weeks, angry parents regarding schedules,
  • Administrative requested schedule changes for classes created after school starts
  • Compiling course descriptions (for due diligence regarding what each class is)
  • Building schedules for students who do not turn in Choice of Studies Form
  • Cleaning up the master schedule at the end of school year (getting them out to students earlier)
  • Enrolling new students
  • Deciphering new student transcripts
  • Concurrent Enrollment
  • Balarat- help sign up; monitor; rescheduling; check attendance; update grades
  • RIB schedule changes
barriers to achieving goals2
Barriers to achieving goals

Data entry and clerical

  • ACT Pre-enrollment bubbling and follow up with those that didn’t come
  • Uploading every single transcript sent to colleges to Naviance (initial, mid-year, and end of year)
  • Letter of rec submissions/transcript submissions
  • OTG report
  • Scheduling 504 meetings
  • PSAT Registration and sign ups
  • Handing out papers/ schedules at Parent-Teacher Conferences
  • AP test proctoring
  • Accuplacer test proctoring
  • Summer school registration
needs assessment results
Needs Assessment Results

The GWHS School Counseling Department conducted a needs assessment during the 2013-2014 school year. Below is a brief summary of the data collected.

  • I feel sad. – 4.3%- All the time
        • 26.1%- Some of the time
  • I feel angry. – 5.6%- All the time

-28.8%- Some of the time

  • I feel comfortable talking to my teachers:
needs assessment results1
Needs Assessment Results
  • Students want more help in the following areas:
  • Study Skills - 65.6%
  • ACT Prep - 50.1%
  • Anxiety/Stress - 40.7%
  • Involvement in School Act. 36.9%
  • Organizational Skills - 27.9%
  • Catching up on Credits - 27.6%
  • Self-esteem - 20.7%

What will be the biggest barrier to you going to college?

  • 51.5% said Cost/No Financial Aid
  • 30.2% said Grades

25.4% of all students have never visited a college?

  • 87.1% of students would be willing to pay $10 for transportation
action plan for next year
Action Plan for next year

How we see students needing our help as a program

  • According to ASCA’s best practices, and based on our student need assessment data, the school counseling department at GWHS would like to focus their work towards:
    • Intentional guidance for social/emotional concerns
    • College awareness and financial planning
    • Intentional guidance around building academic skills
      • Improving tutoring
      • ACT Preparation
      • Academic support groups and/or classes
reflection feedback
Reflection & Feedback
  • How can the Advisory Council help guide the work of School Counseling Department at GWHS?
  • Are there additional areas of need/support that have not yet been identified?
  • Questions???
thank you
Thank You!!

Now our department is ready to RAMP up!