wvde.state.wv.us web viewthis protocol defines the guidelines for school counseling participation...

Activity Title: Determining the school counselor's role in SAT, IEP and 504 Plan student support system processes

School counselor Performance Standard:

Function:

Indicator(s):

GOAL: The counselor will collaborate as a team member in student support systems, specifically the Student Assistance Team(SAT), Individual Education Program (IEP) Committee, Section 504 Plan Committees.

Rationale: The professional school counselor maintains a critical role in providing access to early and ongoing interventions for at-risk students. The counselor collaborates with other staff to insure that students receive interventions and resources to support needs. In large schools, consideration must be given regarding the amount of school counselor time available to individual students with special needs. This protocol outlines the counselor’s role in school teams and interprets the mandates and intentions of relevant federal and state policies that govern the involvement of the school counselor in the provision of prescribed assistance. The protocol outlines the critical role of the school counselor in these important student support systems.Activity Statement: This protocol defines the guidelines for school counseling participation in legally-mandated public school procedures related to Student Assistance Team (SAT) membership and function, Individual Education Program (IEP) Committee participation and function, and Section 504 Committee participation and function. Decisions to participate in any student support system team must consider the school counselor's availability to serve all students. Care must be taken to ensure that the school counselor's work time will NOT be unduly compromised by mandates to serve only a small percentage of students in the school.Materials: This protocol is based, to a large extent, on federal and state mandates and interpretations regarding the support of at-risk students. To assist the professional school counselor in defining participation in student support teams, supporting documentation is included in a separate attachment. References to that documentation are included in the Procedures section. The attachment contains these resources for the counselor's reference:

1 Lead Protocol Developer: Mike Fike, Counselor – Mountainview Elementary, Monongalia County

Role of School Counselor in Student Support Teams GRADE(s): All

Role of School Counselor in Student Support Teams Grade(s): All Domain:

Academic

Excerpt from WVDE POLICY 2510: Assuring the Quality of Education: Regulations for Education Programs

Excerpt from the WVDE Resource Manual for WV Laws and Policies Excerpt from WVDE Policy 2315: Comprehensive Developmental Guidance and Counseling Excerpts from WVDE POLICY 2419: REGULATIONS FOR THE EDUCATION OF

STUDENTS WITH EXCEPTIONALITIES (2419) Excerpt from 4/97 USDE Office of Special Education and Rehabilitative Services Monitoring Report

for West Virginia Schools Excerpt from Section 504 of the Rehabilitation Act of 1973 Advocacy in the IEP process: strengths-based school counseling in action, Geltner, Jill A.; Leibforth,

Teresa N., Professional School Counseling, December, 2008. Excerpt from the West Virginia Comprehensive Developmental Guidance and Counseling Resource

Manual, 2004 Position Statements, American School Counselor Association Ethical Standards for School Counselors, American School Counselor Association

Procedures: (By category)

Student Assistance Team (SAT) Involvement1. The school counselor makes every effort to participate in the school's Student Assistance Team

(SAT) for students in the counselor's caseload. 2. Prior to attending a SAT meeting…

a. The school counselor reviews the student’s file and collaborates with other staff to gather background data on the student, including PK-12 grades, attendance, test scores, behavioral data (including previous behavior plans), placement information, enrollment history and any other pertinent permanent record file information.

b. The school counselor gathers information about programs, services, and support resources that may be appropriate supports for identified student needs.

3. During the meeting…a. The counselor utilizes the data gathered and information provided by SAT team

members to assist in identifying resources, services and programs and in developing interventions to support student success in school.

b. The counselor follows confidentiality, FERPA and ethical guidelines when sharing student data.



4. The counselor is aware of time limitations and assists the team in assigning appropriate school staff to assume a mentor role with each student who will support the counselor and principal in assuring that the planned interventions are provided to the student.

5. The counselor follows up with any activities she/he agreed to during the meeting which may include:

a. Connecting the student and parent with resources, services and programs within the school or in the community

b. Inclusion in group counseling sessionsc. Behavior plan development and managementd. Crisis counseling or referral to a school-based mental health or community-based

counselor Rationale: see resource 1a resource 1b resource 2

Individual Education Plan (IEP) Involvement1. The school counselor participates as an invited member on the Eligibility Committee (EC)

and/or the Individual Education Program (IEP) Committee for students in his/her caseload. The invitation could be contingent on one or more of the following:

a. Prior school counseling services were provided to the studentb. The school counselor has developed a chronological knowledge of the student for an

extended time during the student's school careerc. The school counselor served on the referring SATd. The school counselor provided evaluative services for the Multidisciplinary Teame. The team requests assistance with the student’s academic planf. Parent or school staff requestg. Possible inclusion of school counseling as a related service within the IEPh. Prior school counseling was provided as a related service (Annual IEP Reviews)

2. The school counselor reviews the student’s file and gathers background data on the student, including PK-12 grades, attendance, test scores, and career plans.

3. The school counselor utilizes available data to assist the team in making recommendations to assist with academic, career and behavioral needs of the student.

4. The counselor follows up with any activities she/he agreed to during the meeting which may include:

a. Finalizing the student’s academic and career plan and making schedule adjustments to accommodate student needs



b. Connecting the student with resources, services and programs within the school or in the community

c. Inclusion in group counseling sessionsd. Behavior plan development and managemente. Crisis counseling or referral to a school-based mental health or community-based

counselor5. If school counseling is recommended by the included in the IEP as a related service, the school

counselor will…a. Follow WVDE Policy 2419 (REGULATIONS FOR THE EDUCATION OF STUDENTS WITH

EXCEPTIONALITIES) in the planning and delivery of program servicesb. Consider the theoretical and therapeutic limitations identified in The West Virginia

Comprehensive Developmental Guidance and Counseling Resource Manual (COUNSELING THEORY AND THERAPY IN WEST VIRGINIA SCHOOLS) before agreeing to deliver the related service within the school setting

c. Adhere to the ethical standards regarding the practice and delivery of counseling services within the counselor’s individual professional training and competence

d. Assist administration and IEP team to understand and respect time limitations and the inappropriateness of the counselor providing ongoing ‘therapy’ for a few students, which will limit services and program for all students within the counselor’s caseload

Rationale: see resource 3, resource 4, resource 5, resource 8, and resource 10.

504 Plan InvolvementThe school counselor is encouraged to participate as an invited member in the process of determining whether or not a student qualifies for services under Section 504 of the Rehabilitation Act of 1973 (504 Plan). Rationale: see resource 6.

a. The school counselor reviews the student’s file and gathers background data on the student, including PK-12 grades, attendance, test scores, and career plans.

b. The school counselor utilizes available data to assist the team in making recommendations to assist with academic, career and behavioral needs of the student.

c. The counselor follows up with any activities she/he agreed to during the meeting which may include:

i. Finalizing the student’s academic and career plan and making schedule adjustments to accommodate student needs

ii. Connecting the student with resources, services and programs within the school or in the community

iii. Inclusion in group counseling sessions



iv. Behavior plan development and managementv. Crisis counseling or referral to a school-based mental health or community-based

counselord. If school counseling is recommended by the included in the 504 Plan as a related service, the

school counselor will…i. Follow WVDE Policy 2419 (REGULATIONS FOR THE EDUCATION OF STUDENTS WITH

EXCEPTIONALITIES) in the planning and delivery of program servicesii. Consider the theoretical and therapeutic limitations identified in The West Virginia

Comprehensive Developmental Guidance and Counseling Resource Manual (COUNSELING THEORY AND THERAPY IN WEST VIRGINIA SCHOOLS) before agreeing to deliver the related service within the school setting

iii. Adheres to the ethical standards regarding the practice and delivery of counseling services within the counselor’s individual professional training and competence

iv. Assists administration and 504 team to understand and respect time limitations and the inappropriateness of the counselor providing ongoing ‘therapy’ for a few students, which will limit services and program for all students within the counselor’s caseload

Rationale: see resource 3, resource 4, resource 5, resource 8, and resource 10.

Limitations of the School Counselor Role in Student Support TeamsWhile it is appropriate for the school counselor to serve on school-based student support teams (SAT, Eligibility/IEP Committees, 504 Plan Teams), it is not appropriate for the school counselor to serve as

facilitator, supervisor or coordinator of the team(s). Rationale: see resource 9.

Evaluation: Documented counselor time logs measuring the amount of counselor time devoted to the areas of

program delivery, responsive services, and leadership and advocacy that result from participation in

the identified student support team structures within the school site. Individual student records recording services and programs provided to students Individual student records recording face-to-face meetings with students and parents



Resources: Resource 1a. Excerpt from WVDE POLICY 2510: Assuring the Quality of Education: Regulations for Education

Programs8.9. Student Assistance Team. Each public school shall establish a student assistanceteam that:8.9.1. Consists of at least three persons, including a school administrator or designee, who shall serve as the chairperson, a current teacher(s) and other appropriate professional staff.8.9.2. Reviews individual student needs that have persisted despite being addressed by instruction and intervention teams, or acts in lieu of an instruction and intervention team, and considers referrals for multi-disciplinary evaluation.8.9.3. Invites parents to review recommendations made by the team in regard to the child’s program and to provide feedback to the team about those recommendations.8.9.4. Is trained in referral procedures for multidisciplinary evaluations, Alternative Education placements, disciplinary procedures, and other school processes as appropriate for ensuring student progress and maintenance of a safe school environment.8.9.5. Collects and maintains data on the activities of the team, including the dates of meetings, the members in attendance, the recommendations of the team, the dates of review meetings, and the results of its recommendations.

Resource 1b. Excerpt from the WVDE Resource Manual for WV Laws and Policies:West Virginia State Code, West Virginia State Board of Education Policies, which support State Code, and local county policies, which support, comply, and may be more restrictive than State Board policies, impact West Virginia School Counseling Programs. The West Virginia Comprehensive Developmental Guidance and Counseling State Board Policy 2315 speaks most specifically about school counseling programs. Within Policy 2315, it is clear that a West Virginia school counseling program is a collaborative effort. In examining other state laws and policies, the school counselor in West Virginia plays a key role in the following school wide initiatives:

o Promoting national, state and local education goals o Helping assure a nurturing and orderly, safe, drug-free, violence and harassment free learning environment

(Policy 4373) o Increasing the graduation rate and attendance rate for all students o Increasing achievement for all students o The character education initiative through HB 2208 o Student Assistance Teams (Policy 2510) o Unified School Improvement Plan (USIP) and Unified County Improvement Plan (UCIP) o Responsible Students Through Positive Behavior Support Programs (State Code)

There is no single document that defines a school counselor’s role in these initiatives. This section is to be used as a reference for school counselors as the school counseling program is designed and delivered.



Resource 2. Excerpt from WVDE Policy 2315: Comprehensive Developmental Guidance and Counseling:Academic development. The content standards for academic development guide the school counseling program to implement strategies and activities to support and enable students to experience academic success, maximize learning through commitment, produce high quality work, and be prepared for a full range of options and opportunities after high school. The academic development area includes the acquisition of skills in decision making, problem solving and goal setting, critical thinking, logical reasoning, and interpersonal communication and the application of these skills to academic achievement. The school counseling program enables all students to achieve success in school and to develop into contributing members of society.

Personal/social development. The content standards for personal/social development guide the school counseling program to provide the foundation for personal and social growth as students progress through school and into adulthood.

Resource 3. Excerpt from WVDE POLICY 2419: REGULATIONS FOR THE EDUCATION OFSTUDENTS WITH EXCEPTIONALITIES (2419)

Related Services

The term “related services” refers to transportation and such developmental, corrective and other supportive services required to assist an eligible student to benefit from special education as described in the IEP. These services include, but are not limited to:

Assistive technology Audiology Speech therapy Language therapy Interpreting services Psychological services Physical therapy Occupational therapy Therapeutic recreation Counseling services Early identification and assessment of students’ exceptionalities Rehabilitation counseling services Orientation and mobility services Medical services for diagnostic or evaluative purposes



School nurse services Social work services in school Supports for school staff Parent counseling and training. Parent counseling and training includes helping a parent:

Understand child development and the special needs of his or her child; and Acquire skills to support the implementation of his or her child’s IEP.

Transportation Travel training

This list of related services is not exhaustive and may include other developmental, corrective, supportive services or transition services. EXCEPTION: The term does not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device or the replacement of such device.

Although services may be of benefit to a student with an exceptionality, all of the services listed above may not be required for each individual student. Related services are the responsibility of the district only if the IEP Team determines they are required to assist the student to benefit from special education. Further, the student is not entitled to related services if:a. He or she does not need special education, or b. The parent or adult student does not consent to special education services.

Resource 4 . Excerpt from WVDE POLICY 2419: REGULATIONS FOR THE EDUCATION OFSTUDENTS WITH EXCEPTIONALITIES (2419)

Location, Extent/Frequency and Duration

For each service identified, the IEP must:

State the projected starting date and expected duration of the services and modifications.

1. List the anticipated extent/frequency. A specific quantitative amount of time (e.g., minutes per week or month) or a specific description of the instructional/environmental circumstances (e.g., accelerated learning or pre-teaching provided prior to the introduction of new content) is required. Specifying a range is only acceptable if the IEP Team determines that it is necessary to meet the unique needs of the student. A range may not be used because of personnel shortages or uncertainty regarding the availability of staff or services.

2. State the location where services and modifications will be provided. For supplementary aids, services or modifications, state the specific location, i.e., math classroom, hallway or community. For special education and related services, indicate the location as special education environment (SEE) or general education environment (GEE).



Resource 5. Excerpt from 4/97 USDE Office of Special Education and Rehabilitative Services Monitoring Report for West Virginia Schools

FINDINGSProvision of Related Services as Specified in IEPWVDE did not fully ensure that, in all cases, public agencies provide special education and related services based on the student's unique needs, as specified by an IEP. Administrators and teachers in Agencies A, C, E and F informed OSEP that the number of personnel needed for psychological counseling on an individualized, ongoing basis to ensure the provision of a free appropriate public education had not been made available. If a student requires psychological counseling in order to receive a free appropriate public education, families must obtain outside counseling services or the school might seek services from the regular school guidance counselors. In Agency A three teachers told OSEP that: 1) the guidance counselors could not always provide the service that was needed; 2) IEP teams did not include the amount of counseling services to be provided because they did not know the counselor's schedule; and/or 3) the amount of time provided for counseling was based on the counselor's availability, which changed from week to week. A teacher in Agency C told OSEP that students who need counseling services were referred to community agencies to try and obtain services and were provided services at the public agencies' expense in those cases where the students' parents were able to obtain the services. A central office administrator in Agency C told OSEP that counseling services were not available in most elementary schools to assist students to benefit from special education. The administrator added that there was no funding available for additional counseling services because of budgetary constraints. An Agency E teacher reported that although an eligibility report stated WVDE must ensure that: (a) public agencies make available and provide psychological counseling as a related service to assist students who require this service to benefit from special education; and (b) teachers and administrators receive training regarding their responsibilities in this area, that a student's "anxiety/depression needs to be addressed," no counseling was included in the IEP. The teacher said that the child was recommended to the general school guidance counselor, but that the counselor could not make a commitment to provide services because of a demanding caseload. A building administrator in Agency E confirmed that the school staff had been instructed not to include counseling on IEPs as a related service even if it is required to assist a student to benefit from special education. A teacher of students with behavioral disabilities in Agency F told OSEP that psychological counseling services were not recommended to the IEP team to address the needs of students with behavioral disorders because it was understood that the service was not available. An agency F building administrator confirmed that psychological counseling service was not made available to students who needed it.

EXPECTED RESULTS: WVDE must ensure that: (a) public agencies make available and provide psychological counseling as a related service to assist students who require this service to benefit from special education; and (b) teachers and administrators receive training regarding their responsibilities in this area.

WVDE must ensure that: (a) public agencies do not delay and/or interrupt the provision of a free and appropriate public education because public agencies have not made qualified service providers available, or are using them for other duties; and (b) public agencies make determinations for the amount and type of related service to be provided based on individual need, not on the availability or cost of the service.



Resource 6 . Section 504 reads: “No otherwise qualified handicapped individual in the United States shall solely, by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (this would include public schools).”

A child with a disability is one who has a physical or mental impairment that substantially limits major life activities. Major life activities include: Caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.

Resource 7.

Advocacy in the IEP process: strengths-based school counseling in action.Title Annotation: PERSPECTIVES FROM THE FIELD; Individualized Education PlanAuthor: Geltner, Jill A.; Leibforth, Teresa N.Article Type: ReportGeographic Code: 1USADate: Dec 1, 2008Words: 2583Publication: Professional School CounselingISSN: 1096-2409As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors" role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model[R] (American School Counselor Association, 2005).

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The number of students receiving special education services has been rising steadily over the past several decades. According to the National Center for Education Statistics (2005), 6,633,902 students in the United States received special education services under Individuals with Disabilities Education Act (IDEA) Part B during the 2003-2004 school year, an increase of 38.5 percent since the 1990-1991 school year. Because school counselors already possess unique knowledge, skills, and training that can be beneficial to guiding all stakeholders in the special education process, the potential for the school counselors' leadership role in the Individualized Educational Plan (IEP) process is quickly increasing (Helms & Katsiyannis, 1992; Milsom, 2004). In some schools, school counselors are directly involved in these programs, consulting with teachers, intervening with students, and supporting parents. However, the potential for increased positive involvement through advocacy, teamwork, and



group facilitation is clear (Milsom, Goodnough, & Akos, 2007).

Within the ASCA National Model[R] (American School Counselor Association, 2005), school counselors are encouraged to pursue systemic change through leadership, advocacy, and collaboration. More specifically, ASCA provides that "advocating for students at individual education plan meetings" (p. 56) is an appropriate activity for school counselors as part of a comprehensive school counseling program. In addition, the Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) framework addresses many issues relevant to the IEP meeting process. School counselors can fulfill SBSC-recommended roles of leadership, advocacy, collaboration, and systemic change to assist students, teachers, administrators, and parents, increasing the potential for success of the IEP.

Currently, IEP meetings have been found to often be "deficit focused" (Thoma, Rogan, & Baker, 2001) and the educational jargon used alienating to parents (Childre & Chambers, 2005; Spann, Kohler, & Soenksen, 2003). School counselors are well suited to participate as team members during IEP meetings and shift the focus toward a strengths-based framework. In working with special education professionals (who are generally viewed as the formal leaders of the IEP team and responsible for paperwork), school counselors can make unique contributions to improve the climate and approach for all involved. Furthermore, this role and approach can be generalized to other student support meetings (e.g., 504 plan, student support teams, child study teams) to improve the process of helping students through collaboration and modeling of effective communication skills. "School counselors bring to IEP teams a wealth of knowledge and skills that complements that of other school personnel" (Milsom et al., 2007, p. 23).

TRADITIONAL IEP APPROACH

IEP meetings have been required by law for more than 30 years. But, there is little research regarding the effectiveness of IEP meetings, and the few existing studies are largely negative. For the most part, families have been found to have little influence over the process in the meeting, and student strengths or accomplishments are usually not discussed (Thoma et al., 2001). Furthermore, when students are included and attend their own IEP meetings, their participation is not meaningful (Martin, Marshall, & Sale, 2004; Martin et al., 2006). Parents have reported feeling alienated by the educational terms often used and pressured to go along with the placement and goals the school staff had predetermined. Additionally, parents have reported feeling that school staff have failed to understand their perspectives and even exhibit a lack of respect regarding the contributions they have made (Childre & Chambers, 2005; Spann et al., 2003).

There is little research examining the school counselor's role in assisting with IEP and other student support meetings. A survey conducted by Helms and Katsiyannis (1992) found 54% of school counselor respondents reported no involvement in IEP committees. However, a national survey conducted by Milsom (2002) found 83% of school counselors engaged in either individual or group counseling with students with disabilities at some point in the school year. These results reflect that although school counselors may be involved with a large number of these students, they still may not be included or involved in the IEP committee meetings.

By its nature, the traditional IEP meeting process structure is remedial. It is designed to address student problems that have already been observed and documented, and to prevent or reduce the impact of these problems on future learning. However, it is possible to begin to shift from a remedial, deficit-focused IEP meeting process toward one that is more collaborative and draws on student strengths, while continuing to meet the legal requirements outlined by IDEA.

THE IEP MEETING THROUGH THE SBSC FRAMEWORK

Identifying and Promoting Individual Student Strengths

"Strengths-Based School Counseling is characterized by counselors promoting development of student factors or strengths ... such as skills, attitudes, and knowledge that are both modifiable and have been shown to be empirically related to academic success" (Galassi & Akos, 2007, p. 5). Each individual student has strengths that can and should be discussed at an IEP



meeting, and these strengths can be further incorporated into the plan of future action.

Each IEP meeting includes discussion of the following: current academic performance (i.e., student grades), annual educational and other goals (if student has reached goals created at a previous meeting), applicable special education services to be used (i.e., speech therapy or counseling), participation and performance in standardized testing (i.e., accommodations for testing necessary for the coming year), dates and places of special activities, and marking progress toward established goals and objectives (U.S. Department of Education, 2005). Because the IEP meeting is a rare opportunity for all involved with the child to meet and discuss progress in these areas, a strong plan for positive action on strengths-based characteristics is fitting. By viewing these discussion areas through a student's current skill set, a more positive plan for future action can be created. Furthermore, this SBSC approach values family perspectives, allowing for a more holistic picture to be painted by all involved with the child. For example, a parent may have knowledge of strengths a child may demonstrate at home as compared to a school setting (i.e., repairing a mechanical item like a lawnmower). The simple discussion of this strength with mechanics may lead to a more positively oriented goal or strategy for the IEP.

After student strengths have been identified, it is important the strengths are actually incorporated into the plan. As mentioned above, student strengths may be mentioned during an IEP meeting but then may be simply listed on a form. Special skills or knowledge must be integrated into the plan. A link should be made from the strength to the future interventions. For example, the student who can fix the lawn mower should be encouraged to explore science projects or assignments with a more hands-on approach. Perhaps the test for parts of an atom will include creating a model and explaining the parts.

With this focus, parents, teachers, and students should be encouraged to generate a list of such strengths prior to the meeting. This might promote a distinct effort to examine and record strengths. This additive focus may initially take greater effort but will likely create a more optimistic, personalized, and successful plan for the student. An overall focus on positive development rather than problem prevention and remediation will be a constructive and optimistic shift for students, parents, and school personnel. With the school counselor's knowledge of group dynamics and communication, the counselor can fulfill a role as facilitator, model, and advocate in assisting in this important shift.

Identifying and Promoting Collective Environmental Strengths

As part of their leadership/advocacy role, school counselors are in a position to help identify and promote strengths within the school. As part of a family-school collaboration project, Weiss and Edwards (1992) applied Tagiuri's (1968) framework of organizational climate to school settings. According to Tagiuri's framework, the four elements that contribute to climate are culture, milieu, social system, and ecology. This framework and its elements can be used to provide a structure for how to examine the school counselor's role in addressing environmental strengths regarding the IEP meeting process.

Under this framework, culture refers to the general belief systems and values undergirding the school climate. With regard to the IEP meeting process, school counselors can begin to look for indicators of the school personnel's beliefs regarding educating and working with students with disabilities and their families. As mentioned previously, moving the IEP process from deficit based to strengths based can impact values significantly.

Milieu refers to the characteristics of the people and the groups in the school. This can include characteristics such as cultural or linguistic diversity, socioeconomic status, and disability, among many others. Groups within the school can include staff, students, and families. The more that school counselors are aware of the unique characteristics that make up the individuals and groups within their schools, the better able they are to plan specific programs to help their school. For example, if a school counselor observes that several members of the IEP team lack an understanding of cultural diversity and how it can impact family involvement, the counselor can arrange for additional professional development in this area. As another example, if after studying the school's milieu the school counselor discovers that many parents or guardians work the night shift at the local factory, the counselor may encourage the IEP team to consider meeting times and/or locations that are more convenient for these families.

When assessing the social system, school counselors can observe the types of relationships present between various individuals and groups within the school. During IEP meetings, school counselors can observe the interactions between school



staff and families and note whether communication is one-way (perhaps with the school staff presenting information with little input from the student and family) or more collaborative and asset focused (with all members of the IEP team, including the student, participating equally).

The element of ecology refers to the actual physical structures and space in the school. When applied to IEP meetings, a couple of ecological concerns for the school counselor to consider include the seating arrangement during the meeting (seating everyone in a circle tends to be seen as more egalitarian than seating school staff on one side of the table and family members on the other side of the table) and the location of the meeting (in a private area where confidential information cannot be overheard).

Determining the School Counselor's Advocacy Role

Because school counselors have so many responsibilities in schools today, it is unreasonable to expect daily coordination of all interactions with special education students, teachers, and parents. However, in a supporting role as a facilitator and advocate, school counselors have the opportunity to make a significant impact, improving the process. School counselors can model in IEP meetings, student support teams, and 504 meetings to improve the experience for these students and families. Furthermore, school counselors could perhaps provide training and consultation services to IEP coordinators and special educators creating an even greater overall impact.

As mentioned previously, ASCA (2005) encourages school counselors to advocate and collaborate for systemic change, as well as for individual students in the IEP meeting. The SBSC framework (Galassi & Akos, 2007) supports promotion of strengths over problem prevention. The needs of special education students are clear and there is great potential for positive impact within the school system. As a strengths-based school counselor, one can advocate for the use of evidence-based interventions as well as collecting data to evaluate strength-oriented interventions.

CONCLUSION

School counselors have the opportunity to emphasize the strengths of the student, highlight environmental strengths, stress strength promotion over problem reduction, and promote positive development within the IEP process. In addition, school counselors can assist in shifting the approach to all student meetings (e.g., 504 plan, student support meetings, child study teams) applying the optimistic, strengths-based lens for all students. The school counselor working as leader and consultant can assist in changing the process to address positive qualities in individuals and within the system. Working proactively as a liaison, advocate, collaborator, and consultant between parties, school counselors have the potential to improve the IEP experience for all.

References

American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.

Childre, A., & Chambers, C.R. (2005). Family perceptions of student-centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40, 217-233.

Galassi, J. P., & Akos, P. (2007). Strengths-Based School Counseling: Promoting student development and achievement. Mahwah, N J: Lawrence Erlbaum.

Helms, N. E., & Katsiyannis, A. (1992). Counselors in elementary schools: Making it work for students with disabilities. School Counselor, 39, 232-238.

Martin, J. E., Marshall, L. H., & Sale, R (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional



Children, 70, 285-297.

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., et al. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200.

Milsom, A. S. (2002). Students with disabilities: School counselor involvement and preparation. Professional School Counseling, 5, 331-339.

Milsom, A. S. (2004). Helping students with disabilities through multidisciplinary teams. In B.T. Erford (Ed.), Professional school counseling: A handbook of theories, programs, & practices (pp. 659-666). Austin, TX: Pro-Ed.

Milsom, A., Goodnough, G., & Akos, R (2007). School counselor contributions to the individualized education program (iEP) process. Preventing School Failure, 52, 19-24.

National Center for Education Statistics. (2005). Number and percent of children served under Individuals with Disabilities Education Act, Part B, by age group and state or jurisdiction: Selected years, 1990-91 to 2003-04 [Table]. Retrieved June 30, 2006, from http://nces.ed.gov/ programs/digest/d04/tables/dt04_054.asp

Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents' involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18, 228-237.

Tagiuri, R. (1968).The concept of organizational climate. In R. Tagiuri & G. H. Litwin (Eds.), Organizational climate: Exploration of a concept (pp. 10-32). Cambridge, MA: Harvard University Press.

Thoma, C. A., Rogan, R, & Baker, S. R. (2001). Student involvement in transition planning: Unheard voices. Education and Training in Mental Retardation and Developmental Disabilities, 36, 16-29.

U.S. Department of Education. (2005). IDEA-reauthorized statute: Individualized education program (IEP) team meetings and changes to the IEP. Retrieved August 10, 2006, from http://www.ed.gov

Weiss, H. M., & Edwards, M. E. (1992).The family-school collaboration project: Systemic interventions for school improvement. In S. L. Christenson & J. C. Conoley (Eds.), Home-school collaboration: Enhancing children's academic and social competence (pp. 215-243). Silver Spring, MD: National Association of School Psychologists.

Jill A. Geltner, Ph.D., is an assistant professor at Valdosta State University, Valdosta, GA. E-mail: [email protected]

Teresa N. Leibforth is a doctoral candidate at the University of Florida, Gainesville.

COPYRIGHT 2008 American School Counselor AssociationCopyright 2008 Gale, Cengage Learning. All rights reserved.

Resource 8. Excerpt from the West Virginia Comprehensive Developmental Guidance and Counseling Resource Manual, 2004:

COUNSELING THEORY AND THERAPY IN WEST VIRGINIA SCHOOLS



Although school counselors are qualified professional counselors by virtue of their specialized certification, traditional therapeutic counseling, which is regularly scheduled and lasts approximately one hour, is rarely conducted by the school counselor in the school setting due to other responsibilities related to the National Standards. However, that is not to say that counseling does not occur, or that therapeutic relationships do not exist in the school setting. Indeed they do. School counselors are professional counselors in a school setting. Therefore, their role must stress the importance of a developmental template to organize activities, but it must be done in a concert with a psychotherapeutic template.

In the school setting COUNSELING is defined as a confidential relationship in which the counselor conducts sessions with students individually or in small group settings to help them resolve or cope constructively with their problems and developmental concerns as they relate to academic, career and personal/social development. Counseling may be in response to a personal student crisis or support with an ongoing problem. Individual counseling is short, usually lasting 15 – 30 minutes and often supports school wide efforts to assist a student toward success. School counselors may use brief/effective counseling techniques to quickly address student issues to allow a student to return promptly to the classroom to continue the educational process.

A word of caution . . . Haphazardly selecting techniques without a theoretical rationale can be harmful to clients and can possibly be unethical. Just simply employing techniques because they appear to work can be confusing to the client and the counselor.

Students who need intense therapy are referred to appropriate outside resources. Psychoanalysis, deep therapy, hypnosis, and other advanced counseling techniques are intense therapeutic techniques and are not practiced by a school counselor in the school setting.

A very significant function of a school counselor is to apply appropriate counseling theories to address student needs and problems. All school programming is to be research based and the school counseling program is not exempt. Appropriate counseling theories provide a firm research base for a school counseling program. A school counselor is continually vigilant about the application of counseling and human development theory while providing counseling services, planning and delivering the comprehensive school counseling program, and initiating systemic change.

Resource 9. Position Statement, American School Counselor Association:

The Professional School Counselor and Students with Special Needs(Adopted 1999; revised 2004)American School Counselor Association (ASCA) PositionProfessional school counselors encourage and support all students’ academic, personal/social and career development through comprehensive school counseling programs. Professional school counselors are committed to helping all students realize their potential and make adequate yearly progress despite challenges that may result from identified disabilities and other special needs.RationaleProfessional school counselors have increasingly important roles in working with students who have special needs.



State and federal laws require schools to provide an equitable education for all students, including those with special needs. Components of federal laws such as due process, individual educational programs, least restrictive environment and other plans for student with accommodations and modifications provide opportunities to use the professional school counselor’s skills to benefit students with special needs. Professional school counselors work with students with special needs both in special class settings and in the regular classroom and are a key component in assisting with transitions to post-secondary options. It is particularly important that the professional school counselor’s role in these procedures is clearly defined and is in compliance with laws and local policies.The Professional School Counselor’s RoleWhen appropriate, interventions in which the professional school counselor participates may include but aren’t limited to:• leading school counseling activities as a part of the comprehensive school counseling program• providing collaborative services consistent with those services provided to students through the comprehensive school counseling program• serving on the school’s multidisciplinary team that identifies students who may need assessments to determine special needs within the scope and practice of the professional school counselor• collaborating with other student support specialists in the delivery of services.• providing group and individual counseling• advocating for students with special needs in the school and in the community.• assisting with the establishment and implementation of plans for accommodations and modifications• providing assistance with transitions from grade to grade as well as post-secondary options• consulting and collaborating with staff and parents to understand the special needs of these students• making referrals to appropriate specialists within the school system and in the communityThe professional school counselor advocates for students with special needs and is one of many school staff members who may be responsible for providing information as written plans are prepared for students with special needs. The professional school counselor has a responsibility to be a part of designing portions of these plans related to the comprehensive school counselingprogram, but it is inappropriate for the professional school counselor to serve in supervisory or administrative roles such as:• making decisions regarding placement or retention• serving in any supervisory capacity related to the implementation of IDEA• serving as the LEA representative for the team writing the IEP• coordinating the 504 planning team• supervising of the implementation of the 504 planThe professional school counselor continues to seek opportunities for professional development to better understand special needs in regards to assessment, research and legislation. The professional school counselor also collaborates with members of the community who are providing services to students with special needs.SummaryThe professional school counselor takes an active role in providing a comprehensive school counseling program to students with special needs. Professional school counselors advocate for all students and provide collaborative services to students with special needs consistent with those services provided to students through the comprehensive school counseling program.



Resource 10:

Excerpts from the American School Counselor Association’s Ethical Standards for School Counselors:

A.5. Appropriate ReferralsThe professional school counselor:a. Makes referrals when necessary or appropriate to outsideresources. Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making properplans for transitions with minimal interruption of services.Students retain the right to discontinue the counseling relationship atany time.

E.1. Professional CompetenceThe professional school counselor:a. Functions within the boundaries of individual professional competenceand accepts responsibility for the consequences of his/heractions.b. Monitors personal well-being and effectiveness and does not participatein any activity that may lead to inadequate professional servicesor harm to a student.c. Strives through personal initiative to maintain professional competenceincluding technological literacy and to keep abreast of professionalinformation. Professional and personal growth are ongoingthroughout the counselor’s career..



wvde.state.wv.us web viewthis protocol defines the guidelines for school counseling participation...

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