The Changing Role of the School Counselor. Utah Comprehensive Counseling & Guidance Program

Transcription

1 The Changing Role of the School Counselor

2 The Needs of Today s Students: Over the past 25 years there have been vast changes in technology, college expectations, school accountability, the needs of the workforce, personal challenges for students, and expectations of parents, which all have an impact on the services provided to students through the CCG Program. With the student as the focus of the CCG Program, information and updates need to be provided to school counselors and to standards to meet the needs.

3 1) Rework school counselors job descriptions to focus more on tasks that will result in college and career readiness for all students. 2) Refocus counselor education programs so that school counselors are trained in educational equity and college and career readiness. 3) Add more school-specific training and coursework on data usage to university counseling programs. 4) Support current school counselors through additional professional

4 The Practice of the Traditional School Counselor Counseling Consultation Coordination Service-driven model The Practice of the Transformed School Counselor Counseling Coordination of Services Consultation Leadership Advocacy Collaboration and teaming Managing resources Use of Data Technology Data-driven and standardsbased model Ed Trust

5 NOSCA and Advocacy Equity in college and career readiness Leadership in systemic education reform Transformation of school counseling practice

6 Strategic Planning: The School Counselor s Tool for Accountability What is the next step?

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8 Alignment of School counseling with school, district, and statewide for shared improvement accountability processes College Board/NOSCA

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10 What is the next step?

11 Step One: Collect and Analyze Data Questions to think about: What data is collected? How is the data disaggregated? What are the disparities between student groups? What data elements are priorities? What data elements are relevant to my CCGP goals, school improvement plan, and College and Career Readiness goals? Is there a pattern or trend to help guide your choice in a data project?

12 Step Two: Writing a Measurable Goal Parts of the Goal: (1) Direction, (2) Group, (3) Data Element(s), (4) Expected Outcome, (5) Date of the Outcome Write a measurable goal with ALL five parts of the goal. Example: Increase Latino students FAFSA completion rate by 10% by the end of the year. Increase Latino students FAFSA completion rate by 10% by the end of the year. Direction(1) Group(2) Data Element(3) Expected Outcome(4) Date of Outcome(5) From NOSCA/Vivian Lee Training

13 Step Three: Create Intervention based on Gap Analysis Develop potential multi-level intervention for goal. Select and prioritize interventions, identify staff responsibilities, benchmarks, and timelines. Questions: What do the interventions measure? Do they measure the NOSCA 8 components? Do the interventions correspond to identified student need?

14 Step Four: Identify Systemic Interventions What is the plan for the: individual student? student group? classroom? grade-level? school-wide? district? parents/families? What can you do to include the community? Student Student group Classroom Grade-level School-wide District Parents/families

15 Step Five: Accountability Using Data Questions to think about for the result statement: What is the desired outcome? How will the outcome be demonstrated? Who will receive the outcome data? How will the outcome data be used to address inequities?

16 Review Step 1 to write the statement of the problem Graph Results including legend or key Review Step 2 to write anticipated outcome Review Step 3 & 4 to outline actions Review Step 5 From NOSCA/Vivian Lee Training

17 Results Data: Answer the question, What impact did the activity or program have on student performance? Results data might include: Grades Discipline referral Test Scores Graduation rates Attendance Dropout rates

18 How are students different as a result of what we do? The counselor s role in improving school-wide student growth and achievement matters! The only way to show how students are different is through data. We now have to demonstrate to stakeholders that students are different as a result of our contact with them.» Vivian Lee, Senior Director, NOSCA

19 Student Learning Objectives (SLOs) Your involvement in the school-wide improvement process which requires an accountability of your effectiveness in working with students and influencing their growth and achievement is paramount What you set as school-wide or sub-group student learning objectives will impact school improvement efforts How you measure the growth and achievement of these students and the DATA that you use to document the results of your contribution and influence will affect your summative evaluation and may affect your colleagues evaluations as well (shared attribution affect)

20 With the new structure here are some reminders: Each CCG Program will complete ONE data project per year based on school, district, and state data. Primary data tool for planning is the SOAR report. Each CCG Program will submit their ONE data project report to the CTE director or district school counselor specialist. Check for district deadline. The CTE director or district school counselor specialist will submit all secondary school s CCGP data project reports at one time by June 1 st.

21 Resources from N O S C A

22 NOSCA s Webinar with Vivian Lee nosca.collegeboard.org

23 School counselors who commit to improving student results contribute to raising the achievement level for every student.

24 Every piece of data represents the life of a child. Vivian Lee

25 Thanks to NOSCA and Vivian Lee for the support and professional development to support school counselors.