Transcript Wiki High School CSCP Presentation

Wiki High School
Comprehensive School Counseling
Program
Scott Bennetch
Casey Horning
Stefanie Moore
Lottie Smith
Jason Sperry
I.
Elements of the CSCP
 Foundation
 Delivery System
 Management System
 Accountability
Foundation
Our Philosophical Statement
The School Counselors Believe:
 Learning is a lifelong process.
 All students have the ability to achieve and should
have equitable access to the comprehensive school
counseling program.
 Using reliable data to make decisions helps to
address the needs and expectations of our
community stakeholders.
 The school, home, and community can foster positive
self-image through a collaborative effort, which leads
to responsible and productive citizenship.
 A comprehensive school counseling program is not
simply a support service but an essential aspect of
the total education program.
Our Philosophical Statement (cont.)
Our Comprehensive School Counseling
Program Will:
 Build connections between, school, home and
the community.
 Focus on developmentally appropriate
curriculum and activities to support learning.
 Use empirical measures to determine effective
services and evaluate the needs our students.
 Recognize the diversity that exists in our
school within school counseling curriculum
and services
Our Philosophical Statement (cont.)
Professional School Counselors Will:
 Adhere to a professional code of ethics (as outlined
by The American School Counseling Association).
 Treat all students with dignity and respect.
 Be an advocate for all students.
 Strive to provide all students with the skills they need
to be successful in academic, social and career
development.
 Participate in professional development activities in
an effort to maintain a high quality school counseling
program which aligns with the current trends set forth
in the field of school counseling.
Our Mission Statement
 Our mission is to empower all students to reach their
full potential while supporting their growth in
academics, social and emotional development and
career preparation. We will endeavor to prepare
students to be life-long learners as well as
responsible citizens. We will advocate on behalf of
students as well as strive to form collaborative
partnerships with parents, school staff members and
the community to facilitate student success and
growth. We recognize that student success and
growth are best nourished in a safe environment and
we will work to foster a school environment that
supports individual differences while celebrating
diversity.
ASCA Content Standards for Student
Academic, Career and Personal/Social
Development
 Academic Development Domain: A:A2 Standard A: Students
will acquire the attitudes, knowledge and skills that contribute to
effective learning in school and across the lifespan
 Competency 2: Acquire Skills for Improving Learning
 Career Development: C:A1Standard A: Students will acquire
the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions
 Competency 1: Develop Career Awareness
 Personal/Social Domain: PS:A2Standard A: Students will
acquire the knowledge, attitudes and interpersonal skills to help
them understand and respect self and others
 Competency 2: Acquire Interpersonal Skills
Delivery System
Developmental Guidance and
Counseling Model
 Seven Principles of Developmental Guidance:
Developmental Guidance...
1.is for all students
2.has an organized and planned curriculum
3.is sequential and flexible
4.is an integrated part of the total educational process
5.involves all school personnel
6.helps students learn more effectively and efficiently
7.includes counselors who provide specialized
counseling services and interventions
Curriculum Crosswalking Tool:
Individual Student Planning
 Teacher Advisory Program
 Prevention focus
 Consultant role for classroom teacher
 Activites such as: senior interviews, graduation
plans, registration planning, MS/HS transition,
behavior plans, organizational skills, parent
consultation & post-secondary planning
Responsive Services
Prevention and/or intervention activities which
address the immediate needs and concerns of
students.
These needs can be necessitated by events and
conditions in student lives and may require any
of the following:
 Individual or group counseling
 Consultation with parents, teachers and other
educators
 Referrals to other school support services or
community resources
System Support
Management System
Agreements
 Departmental Management Agreements
 Individual Management Agreements
Advisory Council
Meetings will take place 3 times a year
All Stakeholders Represented
Use of Data
 Process Data ("What have you done?")
 Perception Data ("What do people think they
know, believe, or can do?")
 Results Data( EX: graduation rates, discipline
referrals, attendance)
Sample Data Sheet
Action Plans
Action Plans
Use of Time
 Middle School:
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Guidance Curriculum 25-35%
Individual Student Planning 15-25%
Responsive Services 30-40%
System Support 10-15%
 High School:

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Guidance Curriculum 15-25%
Individual Student Planning 25-35%
Responsive Services 25-35%
System Support 15-20%
High School Master Calendar
Sample Counselor Weekly Schedule
Accountability
Accountability Framework
 Results Reports
 Academic Data Goals Report
 Guidance Curriculum Results Report
 School Counselor
 Counselor Accountability Form
 Performance Evaluation
 Program Evaluation
 Counselor Performance Evaluation
Academic Data Goals Report
Program Evaluation
II. Domains of the CSCP
 Academic
 Career
 Personal-Social
Academic Domain
 7th Grade
 7th grade homework group
 8th Grade
 Note taking lesson
 9th Grade
 Study skills lesson
 10th Grade
 Learning styles lesson plan
 11th Grade
 Test taking lesson
 12th Grade
 Time management lesson plan
Career Domain
 7th Grade
 Career preferences lesson plan
 8th Grade
 Career interests lesson plan
 9th Grade
 Career Workshop 9th grade
 10th Grade
 Career lesson
 11th Grade
 Bridges lesson
 College Planning Jeopardy
 12th Grade
 Career lesson
Personal-Social Domain
 7th Grade
 Friendship Group
 8th Grade
 Anger Management Lesson
 9th Grade
 Building Peer Relationships Group
 10th Grade
 Conflict Resolution/Negotiation Styles Lesson
 Groups for Various Grade Levels
 My Changing Family Group (Divorce Group)
 Grief Group
Thank you for the opportunity to
present our CSCP to an audience
that understands the significance of
the model and the work that went
into creating it.
Lottie, Casey, Stefanie, Jason
& Scott