This shift requires that counseling move (click) From an emphasis on at risk youth (click) to serving all students K-12. (click) From crisis driven (click) to curriculum driven. (click) From an on call approach to use of time (click) to calendared time. (click) From being delivered by counselors only (click) to a collaborative effort between counselors, faculty, parents, and community. (click) Owned by counselors only (click) to becoming community owned and supported.
The “NEW” WisconsinComprehensive School Counseling Model From Theory to Application June 2008
The Wisconsin ComprehensiveSchool Counseling Model Gary L. Spear School Counseling Consultant Student Services Prevention and Wellness Team Wisconsin DPI
Audio Difficulties Make sure the volume is turned up (volume button beneath the speaker’s picture) Make sure the volume on the computer is turned up (volume icon located on the right hand side of your computer task bar) Contact your IT department If audio and visual is lost during the program, go back to: http://media2.wi.gov/dpi/catalog, and click on the Student Services Prevention and Wellness Team link on the left, then when the SSPW Team page of archived programs appears, select the program link desired. If problems persist, contact Randy Thiel (608)-266-9677 or Laurie Salzman (608) 267-9117
Presentation materialA copy of the PowerPoint is available at:http://dpi.wi.gov/sspw/scpowerpoint.html
The “OLD” WDGM Based upon Nine Competencies connecting family, school, and work solve problems understand diversity, inclusiveness, and fairness work in groups manage conflicts integrate growth and development direct change make decisions set and achieve goals
The “ NEW” WCSCM ASCA National Model National Consortium for State Guidance Leadership The Educational Trust: Transforming School Counseling Initiative National Career Development Guidelines National Occupational Information Coordinating Committee WDGM
Differences: WDGM to WCSCM Program Implementation Model Academic Standards Conferencing Individual Learning Plans Accountability / Evaluation
Program Implementation Building the Foundation Planning the Program Establishing Priorities Designing the Program Preparing for Implementation Evaluating the Program
Program Implementation Transition from a position to program approach Program of: BY ALL . . .FOR ALL A program that encourages and promotes academic, career, and personal/social development for ALL students A program with the goal of academic success for ALL students
WCSCM: . . .FOR ALL The fundamental goals of comprehensive school counseling are twofold: provide for student achievement and success; increase the options that students perceive for themselves
FROM “Position”: TO “Program”: At risk student Include all students emphasis Curriculum driven Crisis driven Calendared time “On call” approach to Collaborative effort use of time between counselor, Delivered only by faculty, parents, and counselors community Owned by counseling Community owned and staff only supported
Calendar and Time Wisconsin Comprehensive School Counseling Model Suggested Program Percentages Ranges Percentage Rate Elementary Middle HighDelivery System Components School School SchoolSchool Counseling Curriculum 35-45% 25-35% 15-25%Individual Student Planning 5-10% 15-25% 35-50%Responsive Services 30-40% 30-40% 25-35%System Support 10-15% 10-15% 10-15%TOTAL 100% 100% 100%
WCSCM Delivery System Four Components School Counseling Curriculum: classroom, curriculum development, group activities, parent workshops Responsive Services: individual & small groups, crisis, consultations, referrals Individual Student Planning: individual & small group appraisal or advisement System Support: professional development, consultation, collaboration, program management
Model Academic Standards FormatStandard HStudents understand the relationship between Content Standardeducational achievement and career development By the end of grade 4 By the end of grade 8 By the end of grade 12 students will: students will: students will: H.1 Attain educational H.1 Attain educational H.1 Attain educational achievement and achievement and achievement and Core Performance performance levels needed performance levels needed performance levels needed Standard to reach personal and to reach personal and to reach personal and career goals career goals career goals H.4.1.1 Learn to work H.8.1.5 Develop an H.12.1.1 Review and together in a classroom individual learning plan to revise an individual Benchmarks setting enhance educational learning plan to enhance achievement and attain educational achievement career goals. and attain career goals.
Career Domain Standard H: Students will understand the relationship between educational achievement and career development. Core - H.1: Attain educational achievement and performance levels needed to reach personal and career goals. Grade Level - H.8.1.5: Develop an individual learning plan to enhance educational achievement and attain career goals.
Model Academic Standards –Three DomainsAcademic Domain Core Content Standards: A, B, C A: Students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the life span. B: Students will develop the academic skills and attitudes necessary to make effective transitions from elementary to middle school, from middle school to high school, and from high school to a wide range of postsecondary options C: Students will understand how their academic experiences prepare them to be successful in the world of work, in their interpersonal relationships, and in the community
Model Academic Standards –Three DomainsPersonal/Social Domain Core Content Standards: D, E, F D: Students will acquire the knowledge, attitudes, and interpersonal skills to understand themselves and appreciate the diverse backgrounds and experiences of others. E: Students will demonstrate effective decision-making, problem-solving, and goal-setting skills. F: Students will understand and use safety and wellness skills.
Model Academic Standards –Three DomainsCareer Domain Core Content Standards: G, H, I G: Students will acquire the self-knowledge necessary to make informed career decisions. H: Students will understand the relationship between educational achievement and career development. I: Students will employ career management strategies to achieve future career success and satisfaction.
Student and Parent Educational/Career Planning Conference Conferencing is a process that involves activities planned and directed by school counselors that assists students in planning, monitoring, and managing their own learning, as well as, their personal and career development. Through these activities, students are encouraged and given opportunities to set and evaluate their educational and career goals and develop their Individual Learning Plan that will help them achieve their educational, career and life goals.
Student and ParentEducational/Career PlanningConferenceThe WCSCM has defined the mission of the Student and Parent Educational/Career Planning Conferences to: Require the school counselor(s) to provide curricular opportunities for all students in the areas of academic, personal/social and career development. Impact all students in the most effective manner concerning the importance of career decision making and planning for life after high school. Involve the school (student and counselor(s)), parents, and the community (business and industry) in the conferencing process and activities.
Student and ParentEducational/Career PlanningConferenceCommon elements of an effective conferencing process include: School Counseling Curriculum Individual Assessment Materials Student Individual Learning Plans Resources and Options Framework
Individual Learning Plan Students will investigate the inter-relationship of educational achievement, life goals, career planning, training and placement; evaluate the present job market and analyze predictions of future trends at local, regional, state, national and global levels; and propose career options based on their Individual Learning Plan.
Individual Learning Plan ILP’s meet benchmarks within the Model Academic Standards for school counseling ILP’s take into account what happens to students outside the walls of the school building ILP’s can provide a process and product for students to use that opens them up to unique educational and career opportunities
Impact of WCSCM As students understand themselves, explore the world around them and establish goals for their futures, they begin to see why an education is important. They no longer attend school simply to receive a diploma or avoid truancy. Instead, students understand the connection between success in school today and success in their careers tomorrow.
Accountability/Evaluation Program Audit Counselor Performance Program Evaluation Student Progress Advisory Committee