COMPREHENSIVE DEVELOPMENTAL GUIDANCE & COUNSELING PROGRAM

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1 COMPREHENSIVE DEVELOPMENTAL GUIDANCE & COUNSELING PROGRAM Responsive Services Guidance Curriculum Individual Planning Systems Support Texas Education Agency (TEA), 2004

2 GUIDANCE CURRICULUM This curriculum consists of structured lessons designed to help students attain desired competencies and to provide all students with the knowledge, attitudes, and skills appropriate for their developmental level. Seven areas to address through guidance lessons: 1) Self-confidence development; 2) Motivation to achieve; 3) Decision-making, Goal-setting, Planning and Problem-solving skills; 4) Interpersonal effectiveness; 5) Communication skills; 6) Cross-cultural effectiveness; and 7) Responsible behavior. College/University: First-year Experience

Seven areas to address through guidance lessons: 1) Self-confidence development; 2) Motivation to achieve; 3) Decision-making, Goal-setting,

3 RESPONSIVE SERVICES Activities are designed to meet students immediate needs and concerns. Services may include (1) counseling in individual or small group settings, as well as (2) crisis response. The following areas have been identified as top priorities in Texas: Suicide Academic Success Child Abuse and Neglect Severe Stress Harassment Issues (Bullying) Attendance School Attitudes and Behaviors Peer Relationships Study Skills Being new to the School Emergent issues (Intervention or Postintervention) due of a Traumatic Event Violence on Campus (School Safety) Death of a Family Member or Friend Divorce Family Abuse

The following areas have been identified as top priorities in Texas: Suicide Academic Success Child Abuse and Neglect Severe Stress Harassment Issues

4 INDIVIDUAL PLANNING Counselors coordinate on-going systemic activities designed to assist students with establishing personal goals and developing future plans. Set goals Make plans for achieving goals Analyze how their strengths and weaknesses enhance or hinder the achievement of their goals Assess their current progress toward their goals Make decisions that reflect their plans Provide age-appropriate, objective-based activities Relevant, accurate, and unbiased information Coordinated advisement procedures to facilitate appropriate placement decisions by student and parents Involve parent in the goal setting and achievement

Set goals Make plans for achieving goals Analyze how their strengths and weaknesses enhance or hinder the achievement of their goals Assess their current

5 SYSTEMS SUPPORT Relates to services and activities that indirectly benefit students. Consultation with teachers Support for the parent education program and community relations efforts Participation in the campus-based school improvement plans and goals Program development and management Implementation of the state and local standardized testing program Counselor staff development Community outreach Development of appropriate written policies, procedures and guidelines

the campus-based school improvement plans and goals Program development and management Implementation of the state and

6 STATE RECOMMENDATION: JR. HIGH 0 10%-15% 15%-25% 35%-40% 30%-40% Guidance Curriculum Responsive Services Individual Planning System Support Non-guidance

7 STATE / AISD COMPARISON JR. HIGH 10%-15% 0 3% 15%-25% 35%-40% 45% 45% 30%-40% 4% 3% Guidance Curriculum Individual Planning Non-guidance Responsive Services System Support Guidance Curriculum Individual Planning Non-guidance Responsive Services System Support

8 STATE RECOMMENDATION: HIGH SCHOOL 0 15%-20% 15%-25% 25%-35% 25%-35% Guidance Curriculum Responsive Services Individual Planning System Support Non-guidance

9 STATE / AISD COMPARISON HIGH SCHOOL 0 7.2% 11.7% 15%-20% 15%-25% 18.9% 21.6% 25%-35% 25%-35% 40.8% Guidance Curriculum Responsive Services Individual Planning System Support Non-guidance Guidance Curriculum Responsive Services Individual Planning System Support Non-guidance

10 HOW DID WE ARRIVE AT THESE CONCLUSIONS? Sampled our counselor population (i.e., lead counselors from each level). Identified all activities and tasks that the sample population conducted on their respective campuses, per academic year. Charged each sample population junior high and high school to consult with their campus counseling teams to confirm all tasks and amount of time spent on each task.

11 STAFFING RECOMMENDATION Striving to meet HB 5 requirements, state G&C program compliance, and a reduction in high student to counselor ratios, the G&C department recommends a staffing formula based off contact hours (i.e., student to counselor interaction) to more effectively sustain the aforementioned goals, as well as support the further development of a wellbalanced high school G&C program culminating in the successful transition of students from secondary to postsecondary education or career pathways. Expected Outcomes: A well-structured G&C program that (1) increases the opportunity for students and counselors to interact more intentionally, (2) allows counselors valuable time to develop in-depth guidance curriculum in the areas of college and career readiness, (3) provides systemic support to the campus, families, students, and faculty, and (4) creates a highly successful transition experience from high school to post-secondary education or career pathway.

, student to counselor interaction) to more effectively sustain the aforementioned goals, as well as support the further development of a wellbalanced high school G&C program culminating in the

12 STAFFING RECOMMENDATION In an effort to comply with state counseling requirements and the more recent HB5 mandate, the Department of Guidance and Counseling (G&C) recommends a staffing formula based off contact hours (i.e., student to counselor interaction) to more effectively sustain the aforementioned goals, as well as support the further development of a well-balanced junior high school G&C program. Expected Outcomes: A more complete (i.e., balanced G&C duties) and effective G&C program that strengthens (1) student academic success initiatives, (2) student access to G&C services, (3) alignment of roles and duties for both counselors and test facilitators, and (4) students transition experience from junior high to high school.

13 FORMULA Is based on the following needs and criteria: 1) State G & C requirements; 2) AISD premier G & C components (e.g., striving for balance in program, increased guidance component, as well as vertical alignment of guidance curriculum); 3) Sample of counselor population (i.e., leads in elem., jr. high, and high school); 4) Mean of each sample (e.g., HS = minutes per student/pgp); 5) Contact hours: time on task (i.e., required minutes to meet each component s criteria and campus/student needs [LEP, SpEd, etc.]); 6) Required counselor time (i.e., minutes) to meet Personal Graduation Plan (PGP) state requirements and all G&C components; 7) Available contract hours/minutes to meet AISD s premier G&C components; and 8) Campus enrollment.

, striving for balance in program, increased guidance component, as well as vertical alignment of guidance curriculum); 3) Sample of counselor population (i.e., leads in elem., jr.

14 PROJECTED STAFFING

15 SPECIAL THANKS Lead Counselors Lori Leaverton

16 REFERENCE The Texas Education Agency (TEA) (2004). A model comprehensive, developmental guidance and counseling program model for Texas public schools: A guide for program development pre-k-12 th grade. The Texas Education Agency. Retrieved March 2014 from

for Texas public schools: A guide for program development pre-k-12 th grade.

STAFFING RECOMMENDATION Based on the needs of AISD elementary students and staff (i.e., counselors), the G&C program necessitates an evaluation and assessment of the guidance tech position to ensure that such position is meeting its original intent (i.

17 STAFFING RECOMMENDATION Based on the needs of AISD elementary students and staff (i.e., counselors), the G&C program necessitates an evaluation and assessment of the guidance tech position to ensure that such position is meeting its original intent (i.e., assist the campus test coordinator with all testing duties). It is further recommended that the building counselor remain responsible for all state testing, with local testing becoming the responsibility of the guidance tech. Should funds be available in the academic year, the previously created (2011) staffing formula designed to meet the needs of testing - is to be considered for the addition of guidance techs or test facilitators to alleviate non-guidance counseling tasks and the continuance of effective test administrations. Justification: This recommendation is based on position (i.e., elementary lead counselor) input; The need to strengthen the elementary program s guidance component and align closely with the secondary G&C program; A thorough review of G&C program reveals a need to reduce non-guidance tasks to fulfill the program s major goals (e.g., compliance with state recommendations and G&C for all elementary students); and The high rate of non-guidance work hours (i.e., minutes spent on test administration tasks) consume the guidance component s planning and implementation time. Expected Outcomes: All AISD elementary students will have access to a comprehensive developmental guidance & counseling program that meets state recommendations, district goals, and student needs. In addition, the program s guidance component will more strategically address the state s seven recommended guidance lessons.

It is further recommended that the building counselor remain responsible for all state testing, with local testing becoming the responsibility of the guidance tech.

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model

SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model SECTION II The Texas Comprehensive, Developmental Guidance and Counseling Program Model Figure 2 Four Components of a Comprehensive, Developmental School Guidance and Counseling Program Guidance Curriculum