School Counseling st Century in the 21 Presented

School Counseling st Century in the 21 Presented by: Beth Fortin, M. Ed. Emily Krems, M. Ed. Maria Paoletti, M. S. Karen Hidalgo, M. Ed.

Objectives O To address the purpose of School Counseling and the roles and responsibilities of school counselors O To review the needs assessment results O Integrating College & Career Readiness (ICCR) Grant & enrichment activities O Next steps

Yesterday’s Guidance Counselor O Reactive O Services provided to few students O Impact measured via feelings or perceptions O Secondary role to school improvement process O School counselors worked in isolation Today’s School Counselor O Proactive/Data driven O Services provided to ALL students O Impact measured via achievement data O Essential role in school improvement process O School counselors work collaboratively

Expanded Role of School Counselors O Improve student achievement O Enhances academic, career, and personal/social development O Delivers programs through classroom lessons, individual student planning sessions, and individual and group counseling O Collaborates with parents, teachers, administration and other school staff to promote student success O Provide leadership and advocacy to promote equity and access to opportunities and rigorous educational experiences for all students School Counselors provide a comprehensive school counseling program that focuses on the needs of all students

The American School Counselor Association National Model: A framework for School Counseling Programs Elements: 1. Foundation 2. Delivery System 3. Management System 4. Accountability Themes: 1. Leadership 2. Advocacy 3. Collaboration 4. Systemic change

The development of a comprehensive counseling program can help Improve: O Graduation Rate O Academic achievement O Attendance O Promotion Rate O Post Secondary Enrollment Rate O Standardized Test Scores O School climate

School Guidance Counseling Grades 6 -8 Expanded College and Career Readiness • Survey shows 7 th and 8 th grade students think college and career activities are useful in middle school Increased Enrollment at TFHS • More students are staying at TFHS for Fall 2015 Improved School Climate and Safety • Surveys show that fewer students report in 2015 than in 2013 that they are cyberbullying others Increased Student Safety • More reporting of student self-harm has resulted from the suicide prevention program Improved Attendance • Data analyzed and presented to staff, next steps include informing new administrators and discussing stricter policy Smoother Transition into Middle School • Orientation sessions for all new families prior to year start

Needs Assessment Rationale The TFHS School Guidance Counseling Department administered a Needs Assessment Survey in 2014 to students, parents and staff to improve the way we meet our students’ needs. The feedback from parents, teachers, staff, administrators, community members, and students is critical in developing a comprehensive school counseling program that meets the needs of ALL students.

Respondents Students-100 Male – 39% Female – 59% Transgender – 2% 9 th grade – 31% 10 th grade – 23% 11 th grade – 29% 12 th grade 17% Parents-46 9 th grade- 36% 10 th grade- 9% 11 th grade-25% 12 th grade-30% Staff- 39 Male – 33% Female - 67% Teacher-66% Admin. -5% Staff -17% Other -12%

Results of HS Needs Assessments I feel the students at Turners Falls High School need help with: (students, parents, staff) O Career awareness, exploration, immersion (job- seeking skills, interviewing, resumes) O College: admissions, application process, financial aid, scholarships, college search O Decision making & goal setting All 3 groups had the same 3 topics selected in their top 5 responses

Parent Overall Impression of TFHS School Guidance Department

Parent Responses O 78% know who their student’s High School Guidance Counselor is O 68% attended various evening events (open house, financial aid night, college planning night, 8 th grade parent night, conferences, etc) O 69% used Edline 7+ times to look at their student's academic progress Preferred method of communication: 1. Email 2. Phone 3. In person 4. Mail

HS Staff Contact with School Counselors 60. 0% 51. 3% 50. 0% 40. 0% 30. 8% 20. 0% 10. 3% 10. 0% 7. 7% 0. 0% Daily Weekly Monthly Very little None

College and Career Readiness (CCR) O One of ESE’s primary goals is “Success After High School” O Gill-Montague was 1 of 5 districts receiving competitive Integrating College and Career Readiness (ICCR) grant funds from ESE Ø 1 st Yr. Planning Ø 2 nd Yr. Implementation O All secondary guidance counselors took leadership roles

ICCR Grant Initiatives O MA Model Implementation in MS & HS O Career activities aligned from grades 7 -12 O Created & delivered high school advisory lessons and middle school CPR lessons O 8 th grade college trip to MCLA and Williams College O 5 th and 6 th grade college trip to UMass Amherst O “College is Cool” month at GFMS O Needs assessment survey creation and administration in HS O Ongoing HS guidance webpage postings and Edline email blasts to students & parents

ICCR Grant Initiatives O Career of the Month series at GFMS O College Week at TFHS O Implementation of Individual Learning Plans for 9 th O O O O graders Fifty-one 9 th graders - college trip to UMass Amherst and Hampshire College Twenty-nine 10 th graders- college trip to STCC Go Public Assembly (ALL 9 -12) 9 th grade seminar (3 guidance lessons: Mass. Cis, 4 year plans/Grad Require. , Learning Styles) HS timeline developed and included in HS Student Handbook HS Master School Counseling Department Calendar developed & posted on website Mission and Vision Statements updated and posted on website (joint statement w/ MS)

Next Steps O Expand guidance curriculum to include more college O O & career readiness, decision making and goal setting lessons. Continue planning and promoting CCR enrichment activities. Align MS & HS guidance curriculum Create an advisory council - the advisory council is a representative group of stakeholders (e. g. parent, staff, community, administration, etc. ) selected to review and advise on the implementation of the school counseling program. Partner with teachers to deliver guidance curriculum.

HS Field Trips

References Bowers, J. and Hatch, T. (2005). The ASCA national model: A framework for school counseling programs. Alexandria, VA Schmidt, J. J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. (5 th ed. ). Boston: Allyn & Bacon American School Counselor Association. www. schoolcounselor. org New England Association of Schools and Colleges Commission on Public Secondary Schools. Report of the Visiting Committee (2010).