Comprehensive Counseling and Guidance: K12 Programs

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Comprehensive Counseling and Guidance K-12
Programs
Essentials of the New Utah Model
Dawn Stevenson USOE, Coordinator dawn.kay_at_schools.
utah.gov
Tom Sachse USOE, Specialist
tom.sachse_at_schools.utah.gov
May 6, 2008
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We are Educators
Our task is to provide an education for the kind
of kids we have. Not the kind of kids we used to
have, or want to have, or the kind that exists in
our dreams. Mary Kay Utecht
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Introduction Page 9

• IntroductionHistory
•  
• This introduction serves a two-fold purpose
• to review the history of school counseling as
  summarized in The ASCA National Model A
  Framework for School Counseling Programs and
• (2) to review the history of the Comprehensive
  Counseling and Guidance Program in Utah.
•  

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Chapter 1 Page 21

• A School Counseling Program Is
• TOPICS INCLUDE
• What Is a School Counseling Program?
• A Cooperative Effort
• Benefits of a School Counseling Program

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Benefits of a School Counseling Program Page
26-28
The new Utah Model for Comprehensive Counseling
and Guidance is a powerful and clear document
that helps counselors be consistent across the
state but allows for flexibility within each
individual school. Linda Tranter South Hills
Middle School Jordan School District
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Chapter 2 Page 31

• The Utah Model for
• Comprehensive Counseling and
• Guidance Programs
• TOPICS INCLUDE
• The Utah CCGP Model
• Elements of the Utah Comprehensive Counseling and
  Guidance Model
• Themes Leadership, Advocacy, Collaboration and
  Teaming,
• Systemic Change

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The Theory Behind the ASCA National
Model Appendix, page 102
Seven Fundamental Questions 1. What do students
need that the school counseling profession,
based on its special body of knowledge, can
best provide? 2. Which students benefit from
activities designed to address these needs? 3.
What are school counselors best qualified to do
to help them? 4. How do guidance and counseling
relate to the overall educational program? 5. How
can guidance and counseling be provided most
effectively and efficiently? 6. How is a good
school counseling program developed by a
school? 7. How are the results of school
counselors work measured?
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The Utah Model for CCG K-12 Programs Page 30
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• Foundation
• TOPICS INCLUDE
• Beliefs and Philosophy
• Mission Statement
• Utah Standards for Students
• Academic/Learning Development
• Life/Career Development
• Multicultural/Global Citizen Development
• Personal/Social Development

Chapter 3 Page 37
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Utah Comprehensive Counseling and Guidance
Program Student Outcomes Standards and
Competencies Academic/Learning
Development Standard A Students will acquire the
attitudes, knowledge, and skills that contribute
to effective learning in school and across the
lifespan. Standard B Students will understand
the relationship of school experiences and
academic achievement to the world of work, home,
and community. Standard C Students will
complete school with essential coursework that
provides a wide range of substantial
post-secondary options.
Program Student Outcomes Appendix, page 125 -
126
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Program Student Outcomes Appendix, page 127 - 130
Life/Career Development Standard A Students will
become aware of self in relation to the world of
work Standard B Students will explore the world
of work. Standard C Students will use
strategies to achieve future life/career
goals. Multicultural/Global Citizen
Development Standard A Students will develop the
ability to evaluate, and to approach life as a
contributing citizen in our global
community. Personal/Social Development Standard
A Students will develop the skills to understand
and appreciate themselves and others. Standard
B Students will identify and utilize processes
to set and achieve goals, make decisions, and
solve problems. Standard C Students will
develop the resiliency skills necessary for
safety and survival. .
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• Delivery
• System
• TOPICS INCLUDE
• School Guidance Curriculum
• Individual Student Planning
• Responsive Services
• System Support

Chapter 4 Page 47
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Delivery SystemHigh School
Guidance Curriculum 25
Individual
Planning
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Responsive Services 25

System Support 15
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Delivery SystemMiddle/Junior High School
Guidance Curriculum 35
Responsive Services
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Individual
Planning 25
System Support 15
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• Management
• System
• TOPICS INCLUDE
• Using the Management Agreement Tool
• Advisory Council
• Use of Data
• Action Plans
• Use of Time
• Calendars

Chapter 5 Page 53
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SCHOOL IMPROVEMENT PLAN
Develop the School Profile
Implementing the Plan And Documenting Results
Defining Beliefs And Mission
STEPS OF THE SCHOOL IMPROVEMENT PLAN
Developing the Action Plan
Defining Desired Results For Student Learning
Analyzing Instructional And Organizational Effect
iveness
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Continuous Improvement
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The Utah Model for CCG K-12 Programs
The purpose of evaluation is improvement.
Continuous Improvement
Data Projects
Evidence Based Practice
How are students different as a result of your
CCG Program?
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Management System A Model of Evidence-Based
Practice
Counselors Individual Expertise
Best Evidence
Values and Expectations
EBP
Adapted from Shlonsky and Gibbs (2004), Will
the Real Evidence-Based Practice Please Stand Up?
Teaching the Process of Evidence-Based Practice
to the Helping Professions. In Brief Treatment
and Crisis Intervention, 4 (2), 137-153.
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Management System Evidence-Based Practice in
School Counseling
Intervention and Program EvaluationCompetence
Outcome Research Competence
Assessment of Intervention Targets and
Goals
EBP
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Management System Evidence-Based Questions in
School Counseling
What is needed?
What generally works?
How have Students Changed?
EBP
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Appropriate Activities/Inappropriate Activities
Page 65
Comprehensive guidance has provided me the time
to be a REAL counselor instead of a data-entry
clerk. John Foster, Duchesne High School
Duchesne School District
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Action Plans Appendix, Pages 145-148
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Chapter 6 Page 69

• Accountability
• System
• TOPICS INCLUDE
• Results Reports
• Intermediate CCGP Review and Results Reports
• Impact of School Counseling Program Over Time
• School Counselor Performance Standards
• The CCGP Performance Review

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Results are not about what counselors do.
Results are about what students do. C.D.
Johnson, Ph.D., Retired, Counselor Education
Electronic Data Reporting Templates Appendix,
Pages 149-150
You have to share your data in order to
influence change and validate action. You know
the old adage, Ill believe it when I see
it. Chris Richards-KhongSecondary Guidance
Counselor SpecialistJordan School District
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Performance Review Appendix, Pages 211- 255
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I hear I forget. I see I remember. I do I
understand. Asian Proverb
The Utah Model for CCG K-12 Programs
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Chapter 7 Page 81

• Implementation
• TOPICS INCLUDE
• District Support
• Administrator Support
• Pre-Conditions
• Steps to Implementation
• Impact of Program Transformation
• Frequently Asked Questions
• Conclusion
  

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Procedures for Program Approval Appendix, Pages
151- 152
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Appendix Pages 91 - 255
Appendix The appendix in this document includes
some examples of ways to implement the ASCA
National Model. If you would like more examples
of forms aligning with the ASCA National Model at
different levels, visit ASCAs Web site,
www.schoolcounselor.org.  
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Appendix Pages 91 - 255
Ethical Standards for School Counselors Pages
153 162 Recognized ASCA Model Program (RAMP)
Pages 179 208 Glossary Pages 163
166 References, Models, Readings Pages 167 -
178
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Selected Documents
Utah Modelfor Comprehensive Counselingand
Guidance K-12 Programs Selected Documents
Utah State Office of Education250 East 500 South
P.O. Box 144200 Salt Lake City, UT
84114-4200 www.schools.utah.gov
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Conclusion

• If we always do what we have always done, we
  will always get what we have always gotten.
  Anything of value takes hard work to achieve it.
  Working smarter allows us to progress on the path
  and obtain greater heights.
• Gary SmithRoosevelt Elementary
• Weber School District
•  

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The Utah Model for CCG K-12 Programs Page 30
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Counselors Role in Comprehensive Counseling and
Guidance
Systemic Change Leadership Advocacy Collaboration
I hear I forget. I see I remember. I do I
understand. Chinese Proverb
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Collaboration
You cant choose what you dont know. R. Lynn
Jensen, Ed.D.Former Project DirectorUtah Career
Resource Network
Dedicated to R. Lynn Jensen A career of helping
students make good decisions.
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PathwaysIndividual Student Planning A Course
of Events that Constitute a Life
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The Utah Model for CCG K-12 Programs
CTE PATHWAYS Connecting High School to College
and Career
CTE Giving Students the Edge through the SEOP.
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Utah Behavioral Initiative
Responsive Services
Closing the Gap
School Guidance Curriculum Individual Student
Planning
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Executive Summary
Executive Summary Two Versions
Board Teachers Summer Conference
Available on the CCGP Website
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CCGP Web Page
Comprehensive Counseling and Guidance
Calendar Counselor Licensing Data Projects
Links Pathways Program Review Publications
SEOP Utah Model CTE Pathways CTE
Introduction Skill Certificate Work-Based
Learning
http//www.schools.utah.gov/cte/guidance.html
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Final Thoughts
from The Theory Behind the ASCA National Model
Is education only about teaching and learning,
about teachers and students? Or is it, in fact,
also about guidance, about counselors and
students? Is guidance also about teachers and
students, and counselors and teachers? Prevailing
educational theory heavily influences school
counseling. (p. 99) Patricia Henderson
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The Theory Behind the ASCA National Model
These are the beliefs of the profession at the
current time in answer to the fundamental
questions. Supporting data from the professions
historical rootsthe professional ideas that have
stood the test of timeand from current research
are provided. Both the history and the research
help identify the body of knowledge of the
profession and verify the theory expressed in the
principles. (p. 103) Patricia Henderson
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Acknowledgements
Finally, thanks to the professional school
counselors in Utah who work every day to make a
difference in the lives of students. You are a
help and inspiration to us and the work we do to
provide leadership and support for your efforts.
(p. 4) Dawn Stevenson
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The Utah Model for CCG K-12 Programs
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Comprehensive Counseling and Guidance K-12
Programs
Dawn Stevenson dawn.kay_at_schools.utah.gov
Tom Sachse
tom.sachse_at_schools.utah.gov
Essentials of the New Utah Model