Implement with IntentComprehensive School Counseling Program with Outcomes in Mind

Resources for today’s session can be found at http://bit.ly/MSCA2014intent

Resources

The backchannel chat we will use today is at https://todaysmeet.com/Intent2014

★ Go to link★ Enter name★ Add to the conversation

Today’s Meet

Participant Outcomes★ Knowledge of Annual Agreements with

Administration★ How to use Mini Meetings to collect student

perception data★ Resources to assist with implementing, monitoring &

promoting a Comprehensive School Counseling Program

About MeCurrently…★ PBIS Facilitator ★ Special School District of St. Louis County

Recently...★ School Counselor past seven years

at Hazelwood West Middle

Who is Here?

★ Elementary★ Middle

★ High School★ Administration★ Who is Left?

We Need a Framework!

While your vision and beliefs direct

your desired outcomes…

data should driveyour decision making.

Where Does School Counseling Fit?

Paradigm ShiftGuidance Counselor★ Reactive★ Services provided to few or one at a time★ Impact measured by feelings or perceptions★ Supportive role to school improvement★ Counsel in isolation or aimlessly

Paradigm ShiftProfessional School Counselor★ Proactive & Data Driven★ Services provided to all★ Impact measured by achievement data★ Essential role in school process★ School counselor as school leader

Implement with Intent Advocate

★Create Annual Agreements★Gain membership on School Leadership

Team★Attend School Accountability Plan

meetings★Establish Counseling PLC meetings

Annual Agreements★ Created and signed by the school counselor and

supervising administrator within the first two months of school

★ One agreement per school counselor ★ Provides rationale for use of time based on data and goals ★ Reflects school counseling program mission and program

goals ★ Lists school counselor roles and responsibilities ★ Identifies areas for school counselor professional

development

Annual Agreements★ Accountability★ Teaching Schedule★ Fair Share expectations★ School Counseling PLC meeting time★ Representation on Leadership Teams★ School Counseling Budget★ System Support & Collaboration Plans★ Professional Development Plan★ Non-counseling expectations

http://media.collegeboard.com/digitalServices/pdf/advocacy/policycenter/PCT-Ex-2-3.pdf

Question’s to Answer★ Do you establish annual agreement’s with your

Administrator?

★ How can this be beneficial to the implementation of a Comprehensive School Counseling Program?

Implement with Intent Plan ★ Planning answers, “How will I spend my time”★ Plan your plan (or someone else will)★ Develop an instructional school counseling

schedule★ Gather data (perception data) to assess needs★ Communicate with teachers, parents &

community partners

Why do School Counselor’s Need to Use Data?

★ Identify school counseling program goals★ Monitor student progress to close the

achievement gap★ Assess and evaluate programs★ Demonstrate school counseling program

effectiveness,★ which leads to advocating for your role in

improving learning outcomes

Implement with Intent★ Process (time, numbers, etc. used to show how

‘protected time makes a difference or how unprotected time should have been made available’)

★ Perception (What do the participants think? How are attitudes different? - surveys, summary reports)

★ Outcome (How has the program/activity affected students? What impact did this intervention have on student achievement?)

★ Individual Planning★ Assess Students Needs★ Build Relationships★ Intervene Early★ Predict Interventions★ Data source

Mini Meetings

Mini Meeting ★ Create a natural plan for students to assess★ Look at student data★ Schedule time with teachers ★ Plan to meet with every student briefly (1-3 min.)★ Prioritize & plan for students who need more time★ Mini Meeting Data is one data point for

development of intervention★ Share data with stakeholders & students

Middle School Example6th Grade Mini Meeting Survey

6th Grade Mine Meeting Results

High School Example

Google Forms★ Create surveys for students, staff and

parents★ Data summarized on spreadsheets with

charts and graphs★ Data can be sorted and categorized★ Complete forms online★ Allows you to gather and quantify data on:

○ how you spend your time

Google Form Examples★ Mini Meeting★ Individual & Group Counseling★ Counselor Activity★ Problem Solving Meetings★ Student Identification Process★ Teacher Referral

Implementation of Interventions & Practices★ Counseling Lessons (Second Step)★ Check-in, Check-out★ SAIG Groups (Social, Academic & Instructional)★ Problem-Solving Meetings★ FABI

Classroom LessonsCreate Master schedule beginning of the year

Evaluate what components you will directly deliver, and

What strands can be delivered by someone else

Does PBIS address any of school counseling curriculum

Use Mini Meeting data to drive instruction students need

Planning an Intervention★ Develop intervention guidelines★ Use at least two data sources★ Develop progress monitoring data★ Share outcome data with stakeholders★ Exit students out of interventions & celebrate

Use Data! What Data?★ Universal Screeners (SRSS, AIMSweb, SSBD,

BESS etc.)★ Student outcome data:

○ Office Discipline Referrals (ODRs)○ Suspensions○ Attendance○ Tardies○ Academics

★ Requests for Assistance made by teachers, family members and/or students (Staff Recommendations)○ Mini Meeting Data

★ Minors○ In-School detentions○ Interclass Time-out / “Think Time”

Develop Intervention Guidelines★ Everyone needs to know how students are eligible

(entry criteria) for interventions.

★ Everyone needs to know how progress is monitored.

★ Everyone needs to know how student exit the intervention.

Intervention GuidelinesSupport Description School-wide

Data: Entry Criteria

Data to Monitor Progress

Exit Criteria

The Name of the

Intervention

Academic, Behavioral,

Or Social Skills

Grade Level

A Brief description of

what the intervention is, length of time, and what the

outcome would be.

Data sources that determine which students are best for this

intervention

Function BasedAttention or Avoidance

Process on how data will be monitored

Process on how often data

will be monitored

What data will be monitored

Data sources that will determine when:

Adjustments need to be made

Fading in order to graduate

Discontinuation of interventions

Intervention GuidelinesCheck-In, Check-Out

Support Description School-wide Data: Entry Criteria

Data to Monitor Progress

Exit Criteria

Check In Check Out

Prevention program for students who are at-risk for problem behaviors. Goal is to prevent students who are action out, especially for attention, from escalating and to provide them with frequent feedback on their behavior.

Students are paired with coaches they feel comfortable with who will give support and encouragement

SRSS screeningTeacher referral due to classroom discipline3 or more major office discipline referrals in one monthAimsweb Behavior Screenerv Moderate risk (yellow) or high risk (red) on the Aims Web BESS-Teacher screener Facile Sheet (Function of behavior) - verifies the function of the behavior to be to obtain adult attention

1. CICO teacher and implementer integrity checklist2. Daily Progress Report

Note: Students not making progress must be brought to the attention of the intervention coordinator or SST. Students may not be dropped from the intervention without SST approval

21-25 days of 80% or higher on the DPR After 21-25 days the student will be gradually phased out and moved to the self-monitoring intervention

Intervention GuidelinesNewcomers Club

Support Description School-wide Data: Entry Criteria

Data to Monitor Progress

Exit Criteria

Newcomers Club

Structured program that pairs new student with established student to teach school-wide behavior expectations and to provide support for new students with positive contact and positive reinforcement

Any students who are new or reintroduced to the building, have two or more changes in schools, in the Foster Care system, or receive support in a therapeutic classroom.

Ambassadors are selected based on grade level teacher recommendations. No office discipline referrals, passing grades in all academic areas C or higher

Pre and post social validity surveys will be analyzed for staff, students and families.

Student knows and practices the school-wide expectations, has at least one reciprocal friendship, is completing work.

Burning Data Questions★ Is the mentoring program helping students meet or exceed higher standards?★ Are math scores increasing for students attending the after-school homework

club?★ Does small-group counseling with targeted sixth-graders having three or more

discipline incidents reduce referrals?★ Why is ninth-grade absenteeism increasing at our high school?★ What is contributing to the increase in seventh grade discipline referrals?★ Does participation in the test anxiety small group increase the self-efficacy of

student participants?★ Why is African-American enrollment lowest in Introduction to Engineering

classes?

What Burning Data Questions would you like to ask and answer?

Small Group Curriculum for Girls

Powerful Young Women

Small Group Social Skills

★ Smore★ Weebly★ Twitter★ Facebook

Promote Your Work

https://www.smore.com/xnjd9https://www.smore.com/bzg6q

★ Share your schedule with principals, teachers & parents

★ Build flyers for resources★ Documented evidence of implementation

★ Promote the work you do for students, families & teachers★ Grow your professional network★ Connect with other counselors #escchat #scchat #sccrowd #pbischat

★ Follow me @1wildcounselor

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