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RUNNING HEAD: COMPREHENSIVE SCHOOL COUNSELING PROGRAM East Islip School District's Comprehensive School Counseling Program Carl Ficalora New York Institute of Technology Table of Contents: Introduction…………………………………………..…4 Literature Review………………………………………. 5 Delivery Systems…………………………………….…8 Mapping ……………………………………………….. 10 Foundation ………………………………………………………… 11 Management System …………………………………. 13 Accountability…….…………………………………… 14 Recommendations…………………………………….. 15 References………….…………………………………. 17 Attachments………..……………………………….…19 MEASURE Example…………………………………. Abstract: A comprehensive school counseling programs goal is to achieve great success for its students and help close the gaps within a school. The following contains a detailed investigation of East Islip School Districts and how they apply a comprehensive school counseling program. You will read information about what a comprehensive school counseling program is, how it is conducted in East Islip School District, and see examples of how its mapped out aligned with ASCA National Standards. Introduction: Over the past few decades the education profession has been subjected to numerous changes. The reason for this dramatic reform has come from numerous law changes, high demand for different student needs, and state standards. As part of this reform school counseling programs and many of its professionals have dramatically restructured their responsibilities and daily functions. Recently, throughout the profession school counselors have begun to incorporate a National Model of standards. The American School Counselor Association (ASCA), helped create a National Standard which has become the foundation for this reform movement in the profession. In 2003 the American School Counselors Association developed the ASCA National model: A Framework for Comprehensive School Counseling Programs (CSCP) which suggests that the school counselor's primary mission is the improvement of academic achievement (Brown & Trusty, 2005, p. 1). ASCA has promoted the idea of comprehensive school counseling programs and many schools have taken an interest. Many of the transformed school counselors enjoy having a CSCP and realize its importance to the entire student body because it is aimed at a student's academic achievement and success inside and outside of school. This academic success will be achieved through numerous types of delivery systems incorporated with the comprehensive school counseling programs (CSCP). This delivery system requires counselor's to work closely with the entire school, surrounding community, and outside agencies to make sure every situation and all students' concerns are addressed and properly handled. " CSCPs serve all students by promoting normal development and addressing issues that have arisen in the lives of students" (Brown & Trusty, 2005, p. 1). By aligning a CSCP with the goals and mission statement of the school, counselors now have a better way to serve the students while also demonstrating the importance of the profession by showcasing their roles as an advocate for students, leadership, and collaborator. By exploring East Islip High School and their district I was able to see how a comprehensive school counseling program is currently working. Throughout my proposal I will be referencing East Islip's program while also making recommendations as for some possible improvements to help build an even stronger program then East Islip already has. Literature Review: The ASCA National Model is considered to be the key component and foundation for schools throughout the country implementing a comprehensive school counseling program. According to Carol Dahir, the ASCA National Model is the premier blueprint for the development and implementation of comprehensive school counseling programs. Dahir also stated that it furthered ASCA's decade-long ambition to connect the work of school counselors to the goals of school improvement. (2009). The ASCA National Model suggests that school counselors have a commitment to school improvement, a willingness to use data to address equity, and a social justice approach are essential mindsets to succeed with 21st-century students (Stone & Dahir, 2007). In contrast to past decades, today's school counselors are expected to manage resources in order to motivate students to meet the expectations of higher academic standards, and to close the achievement, opportunity, and information gaps to ensure success for all students (Dahir & Stone, 2007). In the article (2001) " Special Issue: Comprehensive Guidance and Counseling Programs: Theory, Policy, Practice, and Research" the author, Richard T. Lapan, dicusses the theory, policy, practice, and research that is involved in creating a comprehensive school program. According to current research, practitioners and counselor educators have asserted that school counselors can be central to the mission and success of each school (Lapan, 2001, pg. 1). It is obvious that school counseling has made a significant commitment to the concept of a comprehensive school program in order to achieve their mission of having schools and their students succeed. Lapan believes that comprehensive school programs will allow school counseling to become an integral part of both national and international education improvement efforts (2001, pg 1). According to DiAnne L. Borders and Sandra M. Drury in their article " Comprehensive School Counseling Programs: A Review for Policy Makers and Practitioners" a number of state legislatures have implemented mandates for elementary (and, in some cases, middle) school counseling while others are updating accreditation standards and counselor certification requirements in order to guarantee the schools and their counselors are prepared to take on all the responsibilities that come with designing and implementing comprehensive school programs. Considering all the new and favorable changes that have taken place within the field, there is also an increasing emphasis on program accountability. Borders and Drury state that " development must be guided by systematic planning and proven practices" (1992, pg. 1) Schools and their counselors will be held responsible for implementing effective comprehensive programs for their students, which may be subject to evaluation (Borders & Drury, 1992, pg. 1). Currently, every school has a guidance and counseling program. In his article (2003) " Accountability: Counselors Count", Robert D. Myrick states that some programs are better organized and more comprehensive than others are, but all need to be evaluated. They are a part of the total school program (pg. 1). Myrick discusses the framework that ASCA launched for school counseling programs that outlines an approach that reflects national trends and elements that counselors can use to build and describe their programs (2003, pg. 1). Myrick states, " The use of a common language enable counselors in the nation to join together as a profession and characterize their work and contributions" (2003, pg. 1). The main feature of Myrick's article was accountability. School counselors are expected to fill four main roles, which are to provide guidance curriculum (structured, competency-based activities in a classroom or in a group situations), individual planning (helping students establish personal goals and plans for the future), responsive services (meet the immediate needs, concerns, and interest of students), and system support (sustain and enhance the implementation of comprehensive school programs). Myrick believes that " a well-designed accountability system enables administrators and counselor to identify student needs and ways to meet them" (2003, pg. 1). He also states that " measures of behavior and attitude change make it possible to make modifications or maintain procedures" (Myrick, 2003, pg. 1). Accountability can be a source of satisfaction, especially when there is evidence that goals are being achieved through comprehensive school programs. There are many factors that contribute to creating, implementing, and evaluating a comprehensive school program. Research conducted by Reese M. House and Patricia J. Martin in their article " Advocating for better futures for all students: A new vision for school counselors" illustrates how the role of counselors must change to include social advocacy as a primary component. House and Martin believe that counselors must work as change agents and advocates for the elimination of systemic barriers that impede academic success for all students. " The primary role of school counselors who serve as assertive advocates is to create opportunities for all students to define, nurture and accomplish high aspirations" (House & Martin, 1998). Thus, who better than school counselors to become the catalysts and leaders of comprehensive school programs. The ASCA National Model can help school counselors think proactively about how they can best serve the students in their schools, and it contains ideas and tools for developing comprehensive school counseling programs that use the current best practices in the field. DELIVERY SYSTEMS: In order to learn more about how schools have incorporated this comprehensive plan into their programs, I investigated East Islip school district. My objective was to find out how that district used the delivery systems involved with ensuring the ASCA Model criteria would be met. East Islip High School is aware of The National standards and how important it is to implement a comprehensive plan in a school for both the students and the counselors. According to Mrs. Pignataro a counselor at East Islip High School, East Islip is currently revisiting their districts curriculum to ensure they are measuring up with the ASCA National Models. This is a clear indicator that the district does believe in a comprehensive plan and the value it holds. Mrs. Pignataro's explanation of the type of activities, planning, running groups, and several other daily roles clearly demonstrates how East Islip does reflect the ASCA National Standards and uses an adequate delivery system for its students . East Islip has developed a strong delivery system of support for its students and would certainly measure up in comparison with the ASCA Model. Mrs. Pignataro spoke about how during the early month of October, the guidance department holds an annual orientation for all juniors. This orientation consists of a presentation and information session regarding how they should be preparing and planning for college. The Guidance department informs students about making sure they are on track to graduate on time, have signed up for SATs/ACT exams, and the proper steps in choosing a college have been taken. Once Mrs. Pignataro started discussing this event and how it is an annual one that has an organized set of guidelines, I realized this would be prime example of using a type of delivery system. This example meets the criteria for delivery systems under a guidance curriculum. For something to be categorized as a guidance curriculum, it must be " a structured developmental lesson designed to assist students in achieving the desired competencies and to provide all students with the knowledge and skills appropriate for their developmental level" (Bowers & Hatch, 2005). The Junior college planning event clearly demonstrates that those criteria were met. I then asked Mrs. Pignatao about how East Islip incorporates individual student planning in their delivery systems and if she could give me an example. Mrs. Pignataro then started saying how some events work hand in hand, much like the Junior college planning event, and how it transforms from a group event to an individual planning session between counselor and student (parents allowed as well) one-on- one meeting s with them. This individual student planning session is known as the junior conference, which is where they discuss post high school plans. According to ASAC national standards individual student planning is when a " school counselor coordinates ongoing systemic activities designed to assist students individually in establishing personal goals and developing future plans" (Bowers & Hatch, 2005). The explanation Mrs. Pignataro provides serves as a prime example of an individual student planning session. She assured me that this is just one example of many types of individual student planning sessions that takes place at East Islip school district. Mrs. Pignatro and I then began to discuss East Islip's response services and how they are an integral part of the delivery system. Response services can be described as the traditional role of school counselors. In the ASCA model it is defined as " activities meeting individual students' immediate needs, usually necessitated by life events or situations and conditions in the students' lives. These needs require counseling, consultation, referral, peer helping or information" (Bowers & Hatch, 2005). Mrs. Pignataro jumped right into common type of response services, dealing with the neglect or abuse of child. In an abuse case the counselor must follow the school policies and procedures, which are notifying the director and/or assistant principal and filing a report with child protective services (CPS). It is the responsibility of the counselor not to let that child go home or leave their sight until CPS arrives. According to Mrs. Pignataro, East Islip has numerous other responsive services such as a gay and lesbian group, bereavement, and a homework club just to name a few. Finally we spoke about a systems support type of delivery system that could be found in East Islip's school district. Mrs. Pignataro was a little unsure, but felt that the school's website was a good example of how this delivery system is being used. Mrs. Pignataro quickly stated that everything that the school district does and all the events that are held are listed on the district website. In fact, she stated that getting familiar with the site would be a big help because of all the detailed information available to the public. The reason for having such an informative website is to keep students, parents, faculty, and the community up to date with all the upcoming events, meetings, and opportunities that are being offered to their students. According to the ASCA model , " a school counseling program requires administration and management to establish maintain and enhance the total counseling program"(Bowers & Hatch, 2005). Certainly, by having a well organized and informative website available for viewing, school administrators have the capability of seeing all the upcoming events and activities that the school counselors have scheduled. The Internet is another great tool that East Islip school district uses to strengthen its delivery system. Upon conclusion to our interview, it became quite clear that every aspect of the delivery system makes a difference to the students, and also to the responsibilities and duties of the counselor. Mrs. Pignataro did a superb job at demonstrating how East Islip school district goes above and beyond to ensure students have the proper support and guidance that they need. The delivery systems that Mrs. Pignataro mentioned illustrate how a school counselor is responsible for much more than just making schedules and meeting with students. " Comprehensive school counseling programs provide school counselors with a clear means of enhancing their service delivery while improving their professional status" (Brown & Trusty, 2005, p. 12). The role of the school counselor certainly has transformed, and Mrs. Pignataro is a perfect example of the new generation of counselors. As a future school counselor, I look forward to taking on the many hats that they wear. Mapping: After exploring East Islip's delivery systems, I continued to investigate all of the their activities, groups, clubs, and curriculum by mapping them all out and aligning each one with their proper standard in regards to the ASCA national model. Being that East Islip currently in the process of constructing a written comprehensive plan, Mrs. Pignataro had a list of all the activities that are done in the district throughout the year. By mapping out all the programs I was able to see where East Islip's school district strengths and weaknesses are located. Much to my surprise I found that they have a very thorough and full program. To summarize my results I found that East Islip high school has a heavy emphasis on academic and career standards being met. They certainly promote the value of a post secondary education, and start some of their career events as early as seventh grade by hosting a middle school career day. East Islip's had many personal/social standards being met as well allowing all students to grow in their own way. Looking over my mapping assignment you can clearly see the counselors and there district goes above and beyond for their students by creating and running all these groups and activities. Certainly this is a good sign of a fully developed comprehensive school counseling program intact. Attachment 1 of East Islip Mapping Foundation: East Islip High School Mission Statement: " Our Mission is to celebrate our students' uniqueness and maximize their ability to attain excellence as we guide and prepare them to become responsible citizens of the world. " A mission statement in regards to a comprehensive school counseling program is the foundation and reason for a school implementing one. " Foundation describes the foundation elements of school counseling programs, such as the philosophy, vision, and mission statement" (Dahir, Ford, Hardy, and Morrissey, 2005, p10). By creating a mission statement the school district is ensuring that the goals of the school will be met. Having a mission statement also ensures that some aspect of the ASCA's national model standards is going to be met, if not all of them. Taking a closer look at East Islip's mission statement it emphasizes that academic and personal/social standards are there basis for implementing a comprehensive plan and will be met. Although once I began looking into their activities and services they provide for their students, all the standards including career are being met. East Islip's mission statement is geared towards recognizing each student's uniqueness, while achieving academic success in each student and preparing them to become first rate citizens. As explained by Doolittle and Horner, schools construct mission statements not just to set academic expectations but also with a student's social behavior in and out of the school environment. (2007) " The foundation of the program which addresses the belief and mission that every student will benefit from the school counseling program" (Dahir, Ford, Hardy, and Morrissey, 2005, p3). East Islip certainly has a well rounded plan with a strong delivery system to support their goal of ensuring success in all aspects for their students. Management System: A management system is a big part of the comprehensive school counseling program. According to the article, The ASCA National Model: A Framework for School Counseling Programs, " Intertwined with the delivery system is the management system, which incorporates organizational processes and tools to ensure the program is organized, concrete, clearly delineated and reflective of the school's needs"(2003, p. 1). During my examination of East Islip's program I did find a great example of this management system in use. The school district has a very in depth website which includes a very detail calendar of events. The calendar listed the upcoming events with information such as listed times, places, who can participate and also what staff is involved. This great asset is to ensure the comprehensive school counseling program is being delivered and is being properly planned. However, much to my surprise when speaking to Mrs. Pignataro she mentioned that the school lacks any advisory committee. This committee would serve as a great asset because they could review and make recommendations about counseling program results which would help further close the gaps. Certainly, I felt this would be a great recommendation for the school to sharpen its program. Accountability: In his article (2003) " Accountability: A M. E. A. S. U. R. E of the Impact School Counselors Have on Student Achievement", Carol Dahir and Carolyn Stone state that " All educators, including school counselors, must share accountability for student achievement. Accountability requires systematically collecting, analyzing, and using critical data elements to understand the current achievement story for students, and to begin to strategize, impact, and document how the school counseling program contributes toward supporting student success"(p. 1). A great way to transform this information into concrete data while also demonstrating how counselors positively impact student achievement and share accountability for school improvement with other faculty members would be by administering an M. E. A. S. U. R. E. M. E. A. S. U. R. E. is an acronym to for Mission, Elements, Analyze, Stakeholders, Unite, Reanalyze, and Educate that helps school counselors to connect to the Mission of their school. With the data collected by this M. E. A. S. U. R. E., counselors would be meeting the ASCA National Model requirements for a comprehensive school counseling program because it supports the accountability component. Counselors can take the data and analyze it to see what groups, programs, and or activities have the best impact for students to achieve greater success, or even to assign some strategies to areas that show signs for improving. A great way to use this M. E. A. S. U. R. E. would be to analyze data on things such as percentage of students who are attending college after high school, or to see how many students are attending 2 year schools as opposed to 4 year schools, student lateness etc. A M. E. A. S. U. R. E. is limitless and is a benefit for all counselors to examine data while also showing their accountability for a school's improvement plan. Dahir and Stone states, " Accountability is the result of intentional efforts to close the achievement gap and meet the goals of school improvement" (2003, p. 2). Attachment 2 is an example of an M. E. A. S. U. R. E. template. Recommendations: Being that East Islip has a very thorough program as seen in my mapping attachment, it was very hard to come up with a recommendation for this district. However, I notice that although they have all these programs and activities, I never came across any ways of East Islip conducting any type of data analysis. For my recommendation, I would propose to East Islip School District that they utilize the M. E. A. S. U. R. E. template to help collect data. Simply by collecting data this way, counselors would be better suited to see which aspect of their program has the greatest impact on the success of their students. Something like this might not have been over looked if East Islip had an advisory committee which we learned they did not have. Certainly, that too could be another great recommendation for East Islip district to strengthen their management system by forming an advisory committee. For my final recommendation which can be found in attachment 3, 4, & 5, would be establish the proper way to a complete college application. Even though East Islip does a great job at gearing students for higher education, they lack in one area the application process. The actual application process and the importance of the role of the college essay has students over look. By the counseling staff calibrating with 9th or 10th grade English classes student would be very well diverse in the application process and feel more confident when applying to schools. All in all East Islip has a great comprehensive school counseling program intact and will continue to meet all the needs of their students in all the standards academic, personal/social and career. Reference page: Borders, L., & Drury, S. (1992, March). Comprehensive School Counseling Programs: A Review for Policy Makers and Practitioners. Journal of Counseling & Development, 70(4), 487-498. Retrieved May 11, 2009, from Professional Development Collection database. Bowers, J & Hatch, P. A. (2005). The ASCA national model: A framework for school counseling programs: Executive summary. Retrieved February 26, 2009, from American School Counselor Association Web site: http://www. schoolcounselor. org/files/Natl%20Model%20Exec%20Summary_final. pdf Brown, D. & Trusty, J. (2005). Designing and leading comprehensive school counseling programs: Promoting student competence and meeting student needs. Belmont: Brooks/Cole. Brown, D., & Trusty, J. (2005, October). School Counselors, Comprehensive School Counseling Programs, and Academic Achievement: Are School Counselors Promising More Than They Can Deliver?. Professional School Counseling, 9(1), 1-8. Retrieved May 7, 2009, from Professional Development Collection database. Dahir, C., Burnham, J., & Stone, C. (2009, February). Listen to the Voices: School Counselors and Comprehensive School Counseling Programs. Professional School Counseling, 12(3), 182-192. Retrieved May 6, 2009, from Professional Development Collection database. Dahir, C., Ford, D., Hardy, D., & Morrissey, D. (2005). The New York Model for Comprehensive K-12 School Counseling Programs. Leicester, New York: New York State School Counselor Association (NYSSCA). Dahir, C., & Stone, C. (2003, February). Accountability: A M. E. A. S. U. R. E of the Impact School Counselors Have on Student Achievement. Professional School Counseling, 6(3), 214. Retrieved May 11, 2009, from Professional Development Collection database. Dahir, C., & Stone, C. (2007). School counseling at the crossroads of change. ACA Professional Counseling Digests (ACAPCD-05). Alexandria, VA: American Counseling Association. Doolittle, J., Horner, R., Bradley, R., Sugai, G., & Vincent, C. (2007, Winter2007). Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education. Journal of Special Education, 40(4), 239-245. Retrieved May 8, 2009, from Professional Development Collection database. House, R., & Martin, P. (1998, Winter98). Advocating for better futures for all students: A new vision for school counselors. Education, 119(2), 284. Retrieved May 9, 2009, from Professional Development Collection database. Lapan, R. (2001, April). Special Issue: Comprehensive Guidance and Counseling Programs: Theory, Policy, Practice, and Research. Professional School Counseling, 4(4), Iv. Retrieved May 11, 2009, from Professional Development Collection database. Myrick, R. (2003, February). Accountability: Counselors Count. Professional School Counseling, 6(3), 174. Retrieved May 6, 2009, from Professional Development Collection database. The ASCA National Model: A Framework for School Counseling Programs. (2003, February). Professional School Counseling, Retrieved May 11, 2009, from Professional Development Collection database. Attachement 1 Mapping | | | | | | | | | Standrd | Activity | Grade | Timeline | Who's Involved | Measurable | Delivery Process | | | | Level | | | Outcomes | | | | | | | | | | | Academic Development: Standard A: Students | | | | | | | | will acquire the attitudes, knowledge and | | | | | | | | skills that contribute to effective learning | | | | | | | | in school and across the life span. | | | | | | | | | | | | | | | | | | | | | | | | Academic Development: Standard B: Students | | | | | | | | will complete school with the academic | | | | | | | | preparation essential to choose from a wide | | | | | | | | range of substantial post-secondary options, | | | | | | | | including college. | | | | | | | | A: B1. 5 |- Individualize 4-year | 6-12 | September — |-Students & |-Academic |-Individual Student| | Organize and apply academic information from | planning record on all | | November | Counselors | planning/success| Planning | | a variety of sources. | students(credits earned, | | | | |-Curriculum | | | courses in progress, and | | | | | | | | post high school plans) | | | | | | | | | | | | | | | A: B. 2. 7 |- Individual Parent/ | 12 | September |-Counselors | Academic |-Individual Student| | Identify post-secondary options consistent | Counselor meetings | | |-Students | planning/success| Planning | | with interests, achievement, aptitude and | awareness. | | | | | | | abilities. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Responsive | | | | 6-12 | September-June|-Counselors | | Services, | | A: B2. 2 Use assessment results in educational |-Attendance Assessments | | |-Students | | Individual Student | | planning | done Quarterly for all | | |-Social Worker | Academic | Planning | | | students, to provide | | | | planning, |-Curriculum | | | advisory assistance for | | | | | | | | students who exhibit | | | | | | | | attendance problems | | | | | | | Academic Development: Standard C: Students | | | | | | | | will understand the relationship of academics| | | | | | | | to world of work and to life at home and in | | | | | | | | the community. | | | | | | | | A: C1. 2 |-Guidance office Resources| 6-12 | September |-Counselors |-Increase in |-Individual Student| | Seek co-curricular and community experiences | Packets & Updated Bulletin| |-June |-Social Worker | level of student| Planning | | to enhance the school experience. | Boards. To maintain a | | |-Teachers | involvement |-Responsive | | | working relationship with | | |-Parents | | Services | | | all agencies involved with| | |-Psychologist | | | | | youth. | | | | | | | A: C1. 6 Understand how school success and |-Students and counselors | 9-12 | September — |-Counselors |-Students |-Individual Student| | academic achievement enhance future career | select student elective | | June |-Students | courses align | Planning | | and vocational opportunities | classes to prepare for | | | | with discussed |-Curriculum | | | post high school future | | | | career choice | | | Career Development: Standard A: Students will| | | | | | | | acquire the skills to investigate the world | | | | | | | | of work in relation to knowledge of self and | | | | | | | | make informed career decisions | | | | | | | | C: A1. 3 |- Career and college | 10-12 | September-June|-Counselors |-Knowledge of |-Individual Student| | Develop an awareness of personal abilities, | assessment exam. | | |-Students | post-secondary | Planning | | skills interests and motivations | Counselors review | | |-Parents | opportunities |-Curriculum | | | student's results and | | | | | | | | prepare college search. | | | | | | | | | | | | | | | C: A2. 6 Learn how to write a résumé |-Workshop on building | 9-12 | September – |-Counselors |-Higher number |-Individual Student| | | Resume and activity sheets| | June |-Students | of students | Planning | | | for college applications. | | |-Parents | applying to post| | | | | | | | secondary | | | | | | | | schools | | | | | | | | | | | Career Development: Standard B: Students will| | | | | | | | employ strategies to achieve future career | | | | | | | | goals with success and satisfaction. | | | | | | | | C: B2. 1 |- College on site | 12 | November-Decem|-Counselors |-Higher rate of |-Individual Student| | Demonstrate awareness of the education and | admissions | | ber |-Students | college | Planning | | training needed to achieve career goals. | | | |-Teachers | acceptance |-Curriculum | | | | | |-Parents | | | | | | | |-Administration | | | | | | | |-Community | | | | C: B2. 4 Select course work that is related to | Career Inventory Packet | 9-12 | September – |-Counselors |-Higher rate of |-Individual Student| | career interests | | | June |-Students | college | Planning | | | | | |-Parents | acceptance |-Curriculum | | Career Development: Standard C: Students will| | | | | | | | understand the relationship between personal | | | | | | | | qualities, education, training and the world | | | | | | | | of work. | | | | | | | | C: C2. 1 Demonstrate how interests, abilities |- Activity Sheet Template,| 11-12 | September — |-Counselors |-Post secondary |-System support | | and achievement relate to | College Application cover | | June |-Students | awareness |-Curriculum | | achieving personal, social, educational and | sheet, SUNY Applications | | | |-Higher rate of |-Individual Student| | career goals | all on school website. | | | | college | Planning | | and career success. | | | | | acceptance | | | | | | | | | | | C: C1. 3 Identify personal preferences and | College Virtual tour | 11-12 | September — |-Counselors |-Post secondary |-Curriculum | | interests influencing career | through Naviance. | | June |-Students, | awareness |-Individual Student| | choice and success | | | | | | Planning | | PS: A1. 5 Identify and express feelings | Middle and High School | 6-12 | September — |-Counselors |-School |-Responsive | | | Newsletter | | June |-Students | Awareness | Services | | | | | |-Teachers | | | | PS: A2. 3 Recognize, accept, respect and |-Gay and Straight Alliance| 9-12 | September — |-Counselors |-Academic |-Responsive | | appreciate individual | Club | | June |-Students | success | Services | | differences | | | |-Teachers | | | | PS: A2. 6 Use effective communications skills | Mock Trail Club | 9-12 | |-Students |-Academic |-Responsive | | | | | |-Teachers | success | Services | | Personal/Social Development: Standard B: | | | | | | | | Students will make decisions, set goals and | | | | | | | | take necessary action to achieve goals | | | | | | | | | | | | | | | | | | | | | | | | PS: B1. 11 Use persistence and perseverance in |-Intramurals Boys and | 9-12 | September — |-Students |- Increase in |-Individual Student| | acquiring knowledge | Girls | | June |-Teachers | after school | Planning | | and skills | | | | | activites |-Responsive | | | | | | | | Services | | PS: B1. 6 |-Peer mediation | 9-12 | September — |-Counselors |-Conflict |-Responsive | | Know how to apply conflict resolutions skills| | | June |-Students | resolution | Services | | | | | |-Teachers | | | | | | | |-Administration | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Attachement 2 MEASURE Mission, Element, Analyze, Stakeholders-Unite, Results, Educate, A Six-step Accountability Process for School Counselors Name and Address of School: Principal: Name of Counselor(s) Leading the Initiative: Enrollment: School Demographics: Caucasian/Non-Hispanic African American Hispanic Asian/Pacific Islander Native American Multi-Racial Free-Reduced lunch English as Second Language Exceptional Student Education/Special Education STEP ONE: MISSION | Mission | | Connect your work to your school's mission in keeping with the ASCA or your state's comprehensive school counseling model. | | Your school or department's mission statement is: | STEP TWO: ELEMENT | Element | | What critical data element are you trying to impact? (Examples include: grades; test scores; attendance; promotion rates; graduation rates; postsecondary-going rate; | | enrollment into honors or AP courses, special education; discipline referral data; etc. | | What is the baseline for the data element? Where do you hope to move it goal? | | Element: | | Baseline: | | Goal: | STEP THREE: ANALYZE | | | Analyze the data element. You can use percentages, averages, raw scores, quartiles, or stanines. You can aggregate or disaggregate the data to better understand which| | students are meeting success. You can disaggregate by gender, race, ethnicity, socio-economic status or in a multitude of ways to look at student groupings. | | | | The Baseline Data revealed: | | | STEP FOUR: STAKEHOLDERS – UNITE | STAKEHOLDERS – UNITE to develop strategies to impact the data element | | | | Beginning Date: | | Ending Date: | | Stakeholders | Strategies | | School Counselor(s) |. | | Administrator(s) | | | Teachers | | | Students | | | Student Organizations (clubs, teams, etc.) | | | Parents | | | Parent Teacher Associations | | | School Psychologists | | | Social Workers | | | Community Agency Members | | | Faith Based Organizations | | | Youth and Community Associations | | | Colleges and Universities | | | Classroom Teacher Assistants | | | Other Support Staff (front office, custodial, cafeteria, playground) | | | School Improvement Team | | | Resources (grants, technology, etc.) | | | | | | | | | | | STEP FIVE: RESULTS | Results: Restate your baseline data. State where your data is now. Did you meet your goal? | | | | Restate baseline data: Results (data now): Met Goal: Yes____ No ____ | | | | | | Questions to Consider as you examine results and revise your MEASURE: | | Which strategies had a positive impact on the data? | | | | | | Which strategies should be replaced, changed, added? | | | | | | Based on what you have learned, how will you revise Step Four " Stakeholders-Unite? " | | | | | | How did your MEASURE contribute to systemic change(s) in your school and/or in your community? | | | STEP SIX: EDUCATE | Educate others as to your efforts to move data. Develop a report card that shows how the work of the school counselor(s) is connected to the mission of the schools| | and to student success. Below is an example of a report card. | | Principal's Comment | | | | | | | | | | | | | | | School Counselor(s)'s Comment | Results | | | | | | | | | | | | | | Critical Data Element (s) | Faces behind the Data | | | | | | | | | | | | | | Systemic Changes | | | | | | | | | | | | | | | Stakeholders Involved | | | Counselor(s) | | | | | | Administrator: | | | | | | Teachers: | | | | | | Parents: | | | | | | Students: | | | | | | Colleges and Universities: | | | | | | Business Partners: | | (School Name) MEASURE OF SUCCESS Principal: School Counselor(s): Enrollment: The Educate step in MEASURE has been adapted with permission from the Student Personnel Accountability Report Card sponsored by the California Department of Education and Los Angeles County Office of Education. Attachement 3 TITLE: INTRODUCTION TO WRITING A COLLEGE APPLICATION ESSAY Name: Carl R. Ficalora School: East Islip High School District: East Islip Grade Level: 11 Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C: A1. 3. Develop an awareness of personal abilities, skills, interests and Motivations NYS Learning Standard: CDOS Standard 1: Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. I. SESSION DESCRIPTION – This session is designed to help students organize, structure, and write a general college application essay. Writing a college application essay can be a very overwhelming and challenging task without any assistance. Essays alone are sometimes the reason why students do not want to apply to colleges. Since each application may have different requirements for their essay, it is important for group members to understand that they may need to change or adapt their essay according to the guidelines of each specific application. The outline and information put together for this general college essay during this session will be adaptable for numerous common application essay questions. II. Staff involved: – Guidance and English department III. MATERIALS – Pen and paper – Graphic organizer – Sample college application essays – Computer — word processor IV. REFERENCES – Sample college essay (see attachment 1) o Source: : http://www. college-admission essay. com/collegeadmissionessayfaq. html V. OBJECTIVES/GOALS – Students will be able to list personal information in a graphic organizer o Evaluated by completion of graphic organizer – Students will be able to understand what admissions counselors are looking for in a college application essay o Evaluated by students verbal and written responses – Students will be able to create an organized, coherent, and personal essay o Evaluated by completion of a rough draft VI. TEACHING: – " Good morning everyone. How is everyone doing today? Today we are going to tackle the " college application essay". How many of you have written a personal essay, like a narrative, before? Okay, it looks like everyone is familiar with writing about themselves. When you are writing a college application essay it is important to make yourself stand out. You may be wondering how you can do this. We can start by organizing some of your achievements, goals, and interests. If at any time you are feeling overwhelmed by this process, please do not hesitate to seek assistance. Now let's get started! " – Model completion of graphic organizer by having students participate as a group and volunteer possible answers for each section: o Personal accomplishments o Extracurricular activities o Academic achievements o Collegiate goals o General Interests o Career Interests – Complete graphic organizer (see attachment 2) – Share sample college essays on overhead projector o What do we notice? What do we like? Not like? o How can you sell yourself? o Do we get a sense of the applicant's personality? – Provide students with a basic structure for their paper o Introduction o 3 detailed body paragraphs o Closing that includes why a particular college would be a great fit for them VII. ACTIVE INVOLVEMENT: – Students are given the following common application question: o " Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on y
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