counselor’s role in the age of high school reform march 3-4, 2005 judy bowers, tusd guidance...
TRANSCRIPT
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• Counselor’s Role in the Age of High School Reform
March 3-4, 2005
Judy Bowers, TUSD Guidance Coordinator
President, American School Counselor Association
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Education Trust
• “For the first time in history, schools are being held accountable for the achievement of all groups of students. School counselors are ideally positioned to serve as advocates for students and create opportunities for all students to reach these new high academic goals.”
Kati Haycock, Director of the Education Trust
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The old question was…“What do counselors do?”
The new question is…“How are students
different because of the school counseling program?
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School Counselors’ Efforts Can:
• Increase numbers of students in rigorous courses
• Help ALL students have access to the entire curriculum
• Lower dropout rates• Raise attendance rates• Reduce retention rates, and
Help Schools Get to Proficiency
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Equity?
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New Vision of School Counseling
Connecting to the Mission of Schools
• Leadership• Advocacy for All Students• Teaming and Collaboration• Using Data to Spur Systemic Change• Providing developmental guidance
lessons for All Students
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ASCA National Model
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Student Achieveme
nt
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Why Kids Drop Out
“Students mainly consider dropping out because they are not engaged by the school.”
Students are most likely to cite the following reasons for considering dropping out:
• School was boring (76%); and• They were not learning enough
(42%).
Source: Metropolitan Life, Survey of the American Teacher 2002: Student Life: School, Home and
Community, p. 9.
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Designing a Data Driven School Counseling
Program
• Connecting to school academic achievement goals
• Using data to determine directions
• Measuring results • Sharing successes
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Using Data to Spur Systemic Change
• School Counselors must be proficient in: – Accessing data – Analyzing data – Interpreting data – Presenting data
• School Counselors must use data to:– Recognize barriers to learning – Point out the system inequities– Advocate for system change– Create urgency for change
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Examples of Data to ExamineTest Scores
AchievementStateNational
Enrollment Honors/AP Classes College Track Special Education
Graduation Rate By Gender By Ethnicity By SES
Attendance Absences Tardies By Grade Level
Discipline By Classroom Types of Problems Gender
GPA/Class Rank By Gender By Ethnicity By SES
Retention Rates By Subject Area By Grade Level By Gender, Ethnicity
Special Education
By Gender By Ethnicity By SES
Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why
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Data InterpretationLook for:
Pictures Patterns Gaps
Questions:• What problems or needs surface?• What achievement gaps exist?• What opportunity gaps do the data
suggest?
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Achievement DataWhat do you want to know?
Achievement: What does achievement look like at different levels and with different groups of students?
• Overall Achievement– Grade point average– Standardized test scores, SAT, ACT,
State tests– Passing all subjects
• Periodic assessment– Semester grades– End of course tests
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Opportunity Gaps: Are some students provided more opportunities than others?
• Access to rigorous curriculum• Access to quality teachers• Special Education Screening and
Placement• Participation in Support Services
– Tutoring, Mentoring
Opportunity Gap DataWhat do you want to
know?
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GAPS
What are the Opportunity Gaps Behind the Achievement Gaps?
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Uncovering the Opportunity Gaps
• Access to challenging courses• Access to support services• Access to resources• Percentage of high quality
teachers in school• Distribution of teacher talent
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Your part:
•How can school counselors use data to improve equity?
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Jefferson County, KYAdvanced Placement Enrollment:
Race and Gender
13111350
1772
15301696
2242
45220
282427
1224
26212764
3587
0
500
1000
1500
2000
2500
3000
3500
4000
Male Female Black Total
1999-20002000-20012001-20022002-2003
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Attainment DataWhat do you want to
know?Attainment: How many make it to - and
beyond key points in the system?
• Advance to next grade• Transition from middle school to high
school• Graduation rate• Matriculation to an institution of higher
education• Persistence beyond freshman year• Earning a college diploma
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Counseling Priorities
• Designing post-secondary education planning as the counseling department’s top priority was associated with an increase of between 4 and 11 percent more students moving on to four-year colleges and universities after high school.
National Association of College Admission Counselors (NACAC), 2004.
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• Spending 10 percent more time on postsecondary planning is associated with a 4 percent increase of students moving on to four-year college education after high school.
• Correspondingly, each additional ten percent of counselor time spent scheduling courses is associated with a 4 percent decrease of students moving on to four-year college education.
National Association of College Admission Counselors (NACAC), 2004.
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• Each additional 10 percent of counselor time spent proctoring tests is associated with a 6 percent decrease of students moving on to four-year college education.
National Association of College Admission Counselors (NACAC), 2004.
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Research Supports Classroom Guidance WorkAcademic Achievement Brigman & Campbell (2003)
implemented a research-based school counseling curriculum to assess the impact of academic achievement on students in grades 5,6,8,9 Findings: School counseling interventions that focus on the development of cognitive, social, and self-management skills can result in sizable gains in students’ academic achievement.
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Research Shows That School Counselors Are
Effective In:• Decreasing inappropriate behaviors• Improving academic achievement
– Preventing school violence– Reducing bullying– Classroom disturbances
• Increasing productive on-task behaviors• Preventing student suicides• Preventing students from dropping out
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Research Shows That School Counselors Are
Effective In: • Teaching conflict management • Having better relationships with
teachers• Enhancing career development• Increasing positive attitudes
toward school• Believing education is important to
their future
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School administrators, parents with special interests,
teachers or others may feel their agenda ought to be the school counseling program’s
priority. The results often lead to
confusion and criticisms when they are disappointed.
(Carolyn Maddy Bernstein, 1995)
When schools fail to clearly define the counselor’s role...
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How Should The School Counselor’s Role Change to
Support Academic Achievement?
• Take counselors out of the clerical role • Less computer/scheduling
responsibilities• Full time secretary for the counseling
department • Adequate career center with a full time
career counselor• Allow more time for counselors to teach
lessons in the classrooms
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Counselor’s Role cont.
• Develop minimum standards of service for each grade related to competencies in the academic, career, and personal social domains.
• Develop aggressive parent programs to support academic achievement.
• Support consistency across the district.
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All this will not be finished in the first one hundred days. Nor will it be finished in the first thousand days, nor in the life of this administration, nor even perhaps in our lifetime on this planet.
– John F. Kennedy
But let us begin.
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Success• Have a passion for what you do. • Do what you are passionate about. • Success comes from expectations
and hard work. • Surround yourself• with positive people.