Dewar College of Education and Human Services Valdosta State University Department of Psychology and Counseling

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1 Valdosta State University 1 Dewar College of Education and Human Services Valdosta State University Department of Psychology and Counseling SCHC 7830 Consultation and Advocacy 3 SEMESTER HOURS Guiding Principles (DEPOSITS) (Adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework) Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment. Equity Principle: All learners deserve high expectations and support. Process Principle: Learning is a lifelong process of development and growth. Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. Impact Principle: Effective practice yields evidence of learning. Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition. Standards Principle: Evidence-based standards systematically guide professional preparation and development. INSTRUCTOR Name: Lee E. Grimes, Ph.D., LPC, Certified School Counselor Office Number: 2120 Telephone Number: Address: legrimes@valdosta.edu Office Hours: Website: none

2 Valdosta State University 2 COURSE DESCRIPTION Prerequisite: SCHC An emphasis will be placed on skills and competencies in the areas of consultation and advocacy that allow the student to function effectively as a consultant in the school system and as an advocate for all students. REQUIRED TEXTBOOK/RESOURCE MATERIALS Parsons, R.D. & Kahn, W. J. (2004). The school counselor as consultant: An integrated model for school-based consultation. Belmont, CA: Brooks/Cole. Holcomb-McCoy, C. (2007). School Counseling to Close the Achievement Gap, 2ed. Thousands Oaks, CA: Corwin Press. Additional assigned articles can be found on Blazeview. OTHER SCHOOL PROFESSIONAL PROGRAM LEVELS OF PREPARATION Proficiency Standards 1. O-TL 1.2 Examines the use of on-line learning communities as a platform for professional collaboration, shared teaching, and professional development (NETP, 2010, p. 42; NETS-T, 2008, p. 10). This standard is assessed with student learning outcome CACREP M.3. Understands how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. This standard is assessed with the Consultation Project. COURSE OBJECTIVES M.ED. Knowledge and Skills Learning Outcomes CACREP Core Standards: 1. Understand a general framework for understanding and practicing consultation. CACREP II G. 5.f. CACREP Specialty Standards Knowledge: 1. Identify community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. CACREP E.2 2. Understand the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. CACREP K.2 3. Understand the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. CACREP M.1 4. Understand strategies to promote, develop, and enhance effective teamwork within the

3 Valdosta State University 3 school and the larger community. CACREP M.2 5. Understand how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. CACREP M.3 6. Understand systems theories, models, and processes of consultation in school system settings. CACREP M.4 7. Understand strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. CACREP M.5 8. Understand the important role of the school counselor as a system change agent. CACREP O.4 Skills & Practices: 9. Advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. CACREP F Advocate for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. CACREP F Locate resources in the community that can be used in the school to improve student achievement and success. CACREP N.2 BOR Performance Standards: Students will IIA(1). Advocate for school policies, programs and services that are equitable and responsiveness to cultural differences among students. IIA(2). Advocate for rigorous academic preparation of all students to close the achievement gaps among demographic groups. IIA(5). Use student outcomes data to facilitate student academic success. IIA(6). Provide individual and group counseling and classroom guidance that promote academic success, social/emotional development, and career preparedness for all students. IIA(7). Collaborate with other professionals in the development of staff training, family support, and appropriate community initiatives that address student needs. IIA(8). Assess student needs and make appropriate referrals to school and/or community resources. IIA(9). Demonstrate mastery and application of the content knowledge in each of the following eight core areas of counseling recommended by Council for the Accreditation of Counseling and Related Educational Programs (CACREP): (1) Professional Identity and Orientation; (2) Social and Cultural Diversity; (3) Human Growth and Development; (4) Career Development; (5) Helping Relationships; (6) Group Work; (7) Assessment and Evaluation; and (8) Research and Program Evaluation.

4 Valdosta State University 4 CONTENT AREAS 1. Counseling and Advocacy 2. Counselors as Agents of Social Change 3. Social Change, Diversity, and Oppression 4. Leadership 5. Profession, Ethical, and Legal Issues 6. Characteristics of Consultants and Consultees 7. Generic Model of Consultation 8. Stages of Consultation 9. Models of Consultation METHODS OF INSTRUCTION 1. Discussion 2. Case Studies 3. Exercises 4. Collaborative Groups COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS Activities: 1. Readings 2. Case studies 3. Presentations 4. Writing assignments Assignments Academic Advocacy Activity: You will work in an assigned collaborative group to develop an academic advocacy activity paper and a presentation that would be presented to a group of stakeholders, specifically school personnel, parents, and community members. The activity paper must focus first on ways in which school counselors advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of all students. It then must focus specifically on strategies, programs, and practices designed to close achievement gaps and prevent students from dropping out of school. Additional instruction for the assignment and an evaluation rubric can be found at the end of the syllabus. Consultation Project: You will work in an assigned collaborative group to develop a consultation project paper and a presentation that would be presented to a group of stakeholders, specifically school faculty and administration. Select as a target site one of the group member s school and community around which you will focus this project. Approach this project as though you have been asked to come into the school as consultants in the chosen school and community. The project paper must identify community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of all students in the chosen community. It must then focus on your consultation efforts toward enhancing a positive school climate. Your consultation will include advocating for school policies, programs, and services that enhance a positive school climate and are

5 Valdosta State University 5 equitable and responsive particularly to multicultural student populations. Additional instruction for the assignment and an evaluation rubric can be found at the end of the syllabus Case Studies: Students will apply consultation theories and advocacy strategies to evaluate two case studies. Writing assignments: Students will complete three writing assignments that focus on advocacy and consultation information presented in their texts and in additional readings on Blazeview. Final Exam: Students will complete a comprehensive final exam (all texts, articles, handouts, discussion, etc.) COURSE EVALUATION Case Study I Academic Advocacy Project Case Study II Writing Assignments (3) Consultation Project Final Exam Professionalism 5 points 20 points 10 points s 15 points (5 points each) 20 points 25 points 5 points Total 100 points Please note that a portion of your grade is based on group member feedback regarding your participation in the group. See professionalism below. ATTENDANCE Students are expected to maintain a regular and frequent presence in the online course, particularly when involved in group projects and online discussion groups. It is the responsibility of the students to make sure that they have adequate equipment and access to maintain this online presence. Because students are being prepared to accept professional duties and responsibilities, attendance decisions are viewed as critical to developing professionalism. Online work is generally conducted asynchronously and does not require students to be online at scheduled times. There may be occasional synchronous class activities such as video presentations that will be scheduled at mutually agreed upon times. PROFESSIONALISM Students will act in a professional manner in the school and the classroom. This means that you will turn papers in on time, communicate in a timely manner, participate in online classes, and be respectful to those you are working with. When involved in online activities, students will conduct themselves in a respectful manner using appropriate netiquette. Professionalism also includes providing thought-provoking questions and unique responses to the discussion posts. Students will provide feedback to the instructor regarding the participation of each group member on the group activities/projects. This information will guide the instructor in determining final professionalism grades.

6 Valdosta State University 6 DEWAR COLLEGE OF EDUCATION & HUMAN SERVICES POLICY ON PLAGIARISM ACCESSIBILITY STATEMENT Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are (V), (VP) and (TTY). For more information, please visit or access@valdosta.edu. STUDENT OPINION OF INSTRUCTION At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an notification through their VSU address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at

7 Valdosta State University 7 M.Ed. School Counseling Assignment Specialty Standard Outcomes Evaluation CACREP F.2 Advocates for the learning and Assessment of academic experiences necessary to promote the Advocacy academic, career, and personal/social development of Project with students. Paper Rubric Academic Advocacy Project CACREP K.2 Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. CACREP M.1 Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. CACREP M.5 Understands strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. CACREP O.4 Understands the important role of the school counselor as a system change agent. Consultation Project Addressed in readings, writing assignments CACREP E.2 Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. CACREP F.3 Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. CACREP M.2 Understands strategies to promote, develop, and enhance effective teamwork within the school and the larger community. CACREP M.3 Understands how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. CACREP M.4 Understands systems theories, models, and processes of consultation in school system settings. CACREP N.2 Locates resources in the community that can be used in the school to improve student achievement and success. Core Standard Outcomes CACREP G. 5.f understand a general framework for understanding and practicing consultation. Assessment of Consultation Project and Presentation with Paper Rubric Writing assignments

8 Valdosta State University 8 ASSIGNMENTS Academic Advocacy Project to Promote Academic Success with a Focus on Preventing Students from Dropping Out of School CACREP F.2 Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. CACREP K.2 Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. CACREP M.1 Understands strategies to promote, develop, and enhance effective teamwork within the school and the larger community. CACREP M.5 Understands strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. CACREP O.4 Understands the important role of the school counselor as a system change agent. The project has two pieces, the written report and the PowerPoint presentation. Keep in mind that the project is being created as if it were a presentation for your school s stakeholders. It must be directly related to providing programs and services that are equitable and responsiveness to cultural differences among students and must address closing the achievement gap to prevent students from dropping out of school. I. Written Report 1. Include an introduction and rationale. Give an overview of the presentation including the reasons for its choice, the ideas you will cover, the time frame, handouts, and the PowerPoint or related technology you will use for the presentation piece. Be sure to cover the various roles of the school counselor and how school counselors are trained to create programs that address how are students different as a result of the school counseling interventions. Discuss advocacy in school counseling. Define and discuss systems change agent and the importance of school counselors acting as systems change agents. 2. Discuss the importance of school counselor advocacy for the learning experiences necessary to promote academic, career, and personal/social development of students. Discus the ways school counselors do this. Next, focus your discussion on how this project presents advocacy specifically for the learning and academic experiences for students at risk for dropping out of school. Discuss advocacy specifically for appropriate experiences for at-risk students to promote their academic, career, and personal/social development and to close the achievement gap. Discuss interventions, strategies, programs, and practices school counselors use to prevent students from dropping out of school. (This section will be several paragraphs long.)

9 Valdosta State University 9 3. Discuss the way(s) that you and others in the school can work with parents or guardians, families, and the community to empower them to act on behalf of students. This explanation should discuss ways to build empowerment in all but particularly in the parents and guardians of students at risk. 4. Discuss specific strategies you can use to build teams in the school and in the community to work together to address students dropping out of school. II. PowerPoint and Videotaped Presentation This project must be presented by your group and videotaped as if you are presenting it to a group of stakeholders, specifically your faculty including administration and parents. Include tables, graphs and charts you will need to utilize in reporting the information to your audience. (These graphics should be included with your PowerPoint.) What data will strengthen your presentation? Be sure to include it. Specifics for how the class will view each of the presentations will be announced in class.

10 Valdosta State University 10 Consultation Project CACREP E.2 Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. CACREP F.3 Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. CACREP M.2 Understands strategies to promote, develop, and enhance effective teamwork within the school and the larger community. CACREP M.3 Understands how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. CACREP M.4 Understands systems theories, models, and processes of consultation in school system settings. CACREP N.2 Locates resources in the community that can be used in the school to improve student achievement and success. First, select someone s school/community as a target site around which to base your work. Collect and discuss information about that school and community which you will use to identify a systems problem or issue. The problem must be tied to a school policy, program, or service that, if improved, leads to enhancement of the school climate, and equity and responsiveness to all student populations. The kinds of system problems or issues that your group might choose to address are wide-ranging. They should, however, be defined as a systems problem rather than an individual problem and must relate to school climate. Your assigned reading and the CHM text will help you determine issues you might explore at your school. I. Written Report The written report will include the following: an introduction should include a discussion of the importance of advocacy in the school counseling role. Explain how consultation may be a form of advocacy. discuss the various theories, models, and processes of consultation in schools. Explain the consultation model you ve chosen for this project and why. brief overview/profile of the school and community including barriers and noted opportunities in the community that promote and impede the academic, career, and/or personal/social development of students a clear statement of the problem leading to the consultation, one tied to school climate and equitable and responsive policies, programs, and services for all student populations rationale for this consultation and change how the problem is manifested in the system your proposed action plan for change (this section will be several paragraphs), including specific steps needed, contacts made or proposed, resources utilized, etc., all of which lead to the changes in the system

11 Valdosta State University 11 who will be a part of your team for this change be sure to explain how you will build working teams of school staff, parents, and community members to address the action(s) needed; describe the strategies you will use to build and enhance these teams timelines - what is the timeline for completing the steps impediments to change. potential impact of this consultation project on the school and community II. PowerPoint and Videotaped Presentation A videotaped group presentation using your PowerPoint will be provided to the class and school counselors in your identified community. You are the consultant and the presentation should be geared to an audience of school staff and community members. The presentation will be uploaded into Blackboard Collaborative where you will conduct and videotape the presentation. The presentation will then be shared with the school counselors in the community you researched through Blackboard Collaborative. Your presentation should be well organized, professional, and creative (remember that you are professional consultants!). Details will follow about how the class will view and present questions about the presentations. III. Community Profile Use whatever sources you can obtain to develop a detailed profile of the community in which you will provide this consultation. You may define community as small or as large as you wish; however, the description not be larger than a county. Utilize census data, local or state reports, Chamber of Commerce data, surveys, your personal knowledge, school reports, etc., etc. What can you put together which is descriptive of your community in terms of cultural groups, economic indicators, and the like. Remember-some of the indicators (such as number of births to adolescent females who are not married, or the number of low birth-weight babies), may be hiding from your customary view. Excel must be used to report the data. Emphasize information sources that would indicate the different cultural groups, or groups that might have some special need. Remember, organizations that address special need groups may have already collected data that would be helpful to you. Head Start, for example, probably is already aware of the number of four and five year old children who are defined as eligible for special services. You are also required to identify another source of information about your chosen community. Be sure that you identify resources in the community that could be used in the school to improve the school climate and contribute to student achievement and success. Think broadly and creatively here. Include those resources that build resilience in our students lives. These resources may be reported in a table that lists the name, contact, and service(s) available that could be used in the school.

12 Valdosta State University 12 Paper Rubric Target Acceptable Unacceptable Paper Components INTEGRATION OF KNOWLEDGE The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas. The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper. The paper does not demonstrate that the author has fully understood and applied concepts learned in the course. TOPIC FOCUS The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis. The topic is focused but lacks direction. The paper is about a specific topic but the writer has not established a position. The topic is not clearly defined. DEPTH OF DISCUSSION In-depth discussion & elaboration in all sections of the paper. In-depth discussion & elaboration in most sections of the paper. Cursory discussion in all the sections of the paper or brief discussion in only a few sections. COHESIVENESS Ties together information from all sources. Paper flows For the most part, ties together information from all sources. Paper Does not tie together information. Paper does not flow and appears to

13 Valdosta State University 13 from one issue to the flows with only some next without the need disjointedness. Author's for headings. Author's writing demonstrates an writing demonstrates understanding of the an understanding of relationship among the relationship among material obtained from material obtained from all sources. all sources. be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships SPELLING & GRAMMR No spelling &/or grammar mistakes. Minimal spelling &/or grammar mistakes. Unacceptable number of spelling and/or grammar mistakes. APA Style APA Format (Headings, double spaced, margins, etc) The paper is formatted using APA format. At least 80% of the paper is formatted using APA style. The paper is not formatted using APA style. SOURCES The paper meets or exceeds the minimum number of required sources. Sources include both general background sources and sources from peer reviewed journals. All web sites utilized are authoritative. At least 80% of the required number of sources is present. All web sites utilized are authoritative. Less than 50% of the required sources are present in the paper. Not all web sites utilized are credible, and/or sources are not current. CITATIONS References Cites all data obtained from other sources. APA citation style is used in both text and bibliography. References are formatted using APA style Cites most data obtained from other sources. APA citation style is used in both text and bibliography. At least 80% of the references are formatted using APA style Adapted from: Whalen, S. Rubric from Contemporary Health Issues Research Paper Does not cite sources. Less than 50% of the references are formatted using APA style.

14 Valdosta State University 14 Additional Information Mobile Number: My cell is the best place to get me if you have a true emergency. General questions need to go through though. Address: The best way to reach me is through . Please use BlazeView for general course questions and to submit assignments. If your question is of a more critical nature, you are welcome to use my VSU . legrimes@valdosta.edu Additionally, I will contact you through your BlazeView account. Please check your BlazeView and the news section of the course frequently. I did not get the is not an acceptable response from a graduate student. I make every attempt to return s and phone calls within 24 hours unless it s over the weekend which may take until Monday. If you me on a Saturday or Sunday about an assignment that is due on the following Monday, you may not hear back from me until that Monday, the day the assignment is due. Please plan accordingly. Office Hours: Summer by appointment. Please me, and I am happy to set up an appointment with you. REQUIRED TECHNOLOGY This course will require you to have equipment and skills allowing ready and constant access to a computer and Blazeview. You must also use the VSU account and your Blazeview account which you check regularly, the ability to attach and open documents readable in MS- Word, access to Adobe Acrobat (5.0 or higher) and possibly access to a fax machine. These individual requirements are not fulfilled by Valdosta State University, but must be supplied by you at your home (preferable) or workplace. SUBMITTING WORK: I expect that assignments will be turned in on time, in this class through submission to drop box on Blazeview. Any circumstance leading to a late submission must be discussed with me personally before the due date not after as no assignment will be accepted late if it is not discussed with me before it is due. Only serious circumstances such as illness or injury documented with a doctor s note will be considered. Late work will receive significant point deductions.