Slide 1
The Counselors Role in Closing the Achievement GapDr. Susan R.
Rose, Ph.D., NCCUniversity of the CumberlandsDirector of School
Counseling September 20, 2013
Reflective Constructors of Quality Learning Experiences Through
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Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of Education8:30 8:45 Introductions/School Counseling as
Profession8:45 9:55 National Model ProgramsMission Connected to
School District & Educational ReformsImproving Student
Achievement/Eliminating GapsDelivery of ServicesTeaching and
Learning Styles 9:55 10:10 Break10:10 11:20 Delivery of
ServicesInstructional StrategiesBehavior Management Strategies11:20
11:30 Questions/Comments/Insights11:30 12:30 Lunch12:30 12:45
Review/Debrief: 3 Things Youve Learned So Far12:45 1:10 Normal
Model ProgramsOperating from a Formal Set of Student Learning
Objectives Data Driven & Accountable for Student Outcomes1:10
1:45 Data Driven & Accountable for Student Outcomes: Using the
ASCA National Model to Make a Systemic Change Leadership
Advocacy1:45 2:00 Break2:00 2:45 ASCA National
ModelCollaboration/AccountabilityDemystifying DataSystemic
ChangeSupport Data for Using CSCP to close the Achievement Gap 2:45
3:00 Questions/Comments/InsightsUniversityof theCumberlands School
of EducationSchool of EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationThe Counselors RoleFocus on enhancing quality
instruction and building those relationships that increase all
student proficiency.
How Do We Get There?
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School of Education3School Counseling is a Profession!
Defining the Profession of School CounselingCreating Consistent
Norms and Expectations.Dispelling misconceptions of School
CounselingSensitivityCommunicationUniversityof theCumberlands
School of EducationSchool of EducationUCSchool Counseling
Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationNational Model ProgramsOperate from a mission
that is connected with the school districts mission and educational
reform agendas.Are focused on improving academic achievement and
eliminating achievement gaps.Operate from a formal set of Student
Learning Objectives that are:Connected to National StandardsAligned
to State Curriculum FrameworksAligned with District StandardsBased
on Measurable and Student Learning OutcomesAre Data Driven and
Accountable for Student Outcomes
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School of EducationMission connected to School District &
Education Reform Vision/MissionStephen Coveys Habit#2: Begin with
the End in mind.The Cheshire Cat said: If you dont know where youre
going, youll end up somewhere else.
CSCPUniversityof theCumberlands School of EducationSchool of
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School of EducationThe Law of ParsimonyIf we work withWe
reachIndividuals1-10Small
groups12-24Classrooms30-60Teachers100-300School
Climate1000+Universityof theCumberlands School of EducationSchool
of EducationUCSchool Counseling Program
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School of EducationImproving Student Achievement/Eliminating
Gaps The Delivery SystemSchool Guidance Curriculum Responsive
Services:System Support: activities targeted at maintaining and
enhancing the educational environment and school climate Teaching
and Learning StylesInstructional Strategies
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School of EducationCSCP Delivery of Services
Guidance Curriculum
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School of EducationCSCP Delivery of Services - ExampleGuidance
CurriculumProvides structured developmental, comprehensive guidance
program content connected with academic areas in a systemic way to
all students in order to build the culture and climate of the
schoolResponsive ServicesAddresses students immediate concerns in
order to address the needs of the whole childIndividual Student
Planning Assists students and parents in development of academic
and career plans in order to address the needs of the whole
childSystem SupportIncludes program, staff, and school support
activities and service that collaborate to build the climate and
culture of the schoolPurpose: Student awareness, skill development,
and application of skills needed in everyday lifePurpose:
Prevention and interventionPurpose: Individual student academic
planning, decision-making, goal setting, and preparing for academic
transitionsPurpose: Program delivery and supportCounselor Role:
Guidance curriculum implementationStructured
groupsConsultationCoordinate Community ResourcesCounselor
Role:Individual counselingSmall group
counselingReferralConsultationCrisis CounselingHome VisitsCounselor
Role:AssessmentPlanningPlacementConsultationCoordinate & Chair
SBARC MeetingsCounselor Role:Professional Development Develop and
manage programsCoordinationDevelop relationships and
partnershipsConsultationData AnalysisAcademic/InstructionalGuidance
lesson on study/organizational skills, etc.Guidance lesson on
test-taking skillsAcademic/InstructionalPortfolio
mentoringOrganize/implement SST TeamParent/student conference on
academic concernsAcademic/InstructionalMonitor IEP for
accommodation implementationSBARC meetingsHold parent meetings on
test-taking and explanation of resultsClass SchedulingAdvanced
placement meetingAcademic/InstructionalILT memberMonthly counselor
leadership meetingsAssist in analyzing student dataCollaborate to
organize celebrations/recognitionsWork on student
recordsUniversityof theCumberlands School of EducationSchool of
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School of EducationClose the GapClassroom guidance on Character
Education, goal setting, etc.School-wide attendance incentive
programClose the GapSmall group organization, attendance, study
skillsParent/student conferencesDevelop/provide a student
intervention packet for teachersClose the GapAssist in appropriate
ECE placements and programming SBARCsChair SST Team meetingGive AP
test/process resultsSchool choice conferencesWrite/facilitate
student transition plans (early childhood)Close the GapOrganize and
facilitate testing proceduresStaff training on CATSOrganize PAS
materialsCollaborate to provide student recognition programsStaff
training on CATSProvide staff SST trainingPersonal/SocialImplement
a school-wide Character Education programImplement a school-wide
cultural awareness programClassroom guidance on: Decision-making
Anger management BullyingOrganize speakers on safe behaviors (not
smoking, drinking, etc.)Guidance lesson on bus safetyDrug Awareness
lessons/initiativesFacilitate service and humanitarian
projectsPersonal/SocialFacilitate small groups on anger management,
grief, etc.Assist teachers in formulating behavior contractsConduct
an incentive group on attendanceIndividual student conferences on
low self-esteem, family concerns, friend issues, etc.Good bus
behavior student contractsParticipate on crisisteam in response to
student/staff deathPOPS collaborationMediation of student
conflictsPersonal/SocialParent/student conference on school
choiceParent conferences to plan behavior/crisis plansConduct SIT
meetings on students with behavior concernsReferrals to community
and district support agenciesAssist in writing of FBAs and
BIPsPersonal/SocialProvide staff PD Student/parent
newslettersCooperatively analyze student workCollaborate on
scrimmage testsReview grade reportsKCA conferenceOpen House
Collaborate to implement intervention strategies for novice
performersProvide a student intervention packet for teachersTeacher
meeting meeting standards, providing rigorCollaborate on
school-wide student management planCollaborate to
organize/implement the Student Behavior Response
TeamCollect/organize data on student behaviorMember of the
climate/culture/discipline committeeCollaborate to plan/facilitate
school/class celebrations/events.Universityof theCumberlands School
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Reflective Constructors of Quality Learning Experiences Through
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School of Education
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School of EducationUsing Teaching and Learning Styles to
effectively Deliver Services to ALL StudentsUniversityof
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School of EducationLearning StylesVisual (spatial): prefers
using pictures, images, and spatial understanding.Aural
(auditory-musical): prefers using sound and music.Verbal
(linguistic): prefers using words, both in speech and
writing.Physical (kinesthetic): prefers using your body, hands and
sense of touch.Logical (mathematical): prefers using logic,
reasoning and systems.Social (interpersonal): prefers to learn in
groups or with other people.Solitary (intrapersonal): prefers to
work alone and use self-study.
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School of EducationVisual/SpatialMake visualizations stand out
more. This makes sure new material is obvious among all the other
visual images that students have floating around inside their
head.Use color, layout, and spatial organization in associationsUse
many 'visual words' in statement. Examples include see, picture,
perspective, visual, and map.Use mind maps. Use color and pictures
in place of text, wherever possible. Systems diagrams can help
students visualize the links between parts of a systemFor example,
major engine parts or the principle of sailing in equilibrium.Use
color to highlight major and minor links.The visual journey or
story technique helps students memorize content that isn't easy to
'see.' Spend some time helping students learn at least the first
ten peg words for a new learning experience.The ability to
visualize helps students peg content quickly.The swish technique
for changing behaviors also works well for you, as it relies on
visualization.In the Swish, we replace the unwanted thought or
response with a more useful and appropriate one because the Swish
re-directionalizes thinking. It is an instruction to the brain No,
not that - THIS!!Universityof theCumberlands School of
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School of EducationAural/AuditoryUse sound, rhyme, and music in
learning. Focus on using audio content in your association and
visualization.Use sound recordings to provide a background and help
students get into visualizations. Examples:Use a recording of an
aircraft engine running normally, playing loudly via a headset, to
practice flight procedures. Use a recording of the sound of wind
and water when visualizing sailing maneuvers. When creating
mnemonics or acrostics, make the most of rhythm and rhyme, or set
them to a jingle or part of a song.Use the anchoring technique to
recall various states that music invokes. Universityof
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School of EducationVerbal/LinguisticUse techniques that involve
speaking and writing. Examples:Talk students through procedures
similar to a simulatorUse recordings of content for repetition.Make
the most of the word-based techniques such as assertions and
scripting.Use rhyme and rhythm in assertions where you can, and be
sure to read important ones aloud. Set key points to a familiar
song, jingle or theme.Mnemonics are the verbal learners friends for
recalling lists of information. Acronym mnemonics use words,
focusing on the first letter of the word to make up another word or
memorable sequence. Scripting is also powerful for this student.
When you read content aloud, make it dramatic and varied. Instead
of using a monotone voice to go over a procedure, turn it into a
lively and energetic speech worthy of the theatre. Use role-playing
to teach verbal exchanges such as negotiations, sales or radio
calls.
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School of EducationPhysical/KinestheticUse touch, action,
movement and hands-on work in learning activities. For
visualization, focus on the sensations you would expect in each
scenario. Example: If you are visualizing a tack (turn) on a
sailboat, focus on physical sensations. Feel the pressure against
your hand as you turn the rudder, and the tension lessening on the
ropes. Feel the wind change to the other side, feel the thud as the
sail swaps with the wind, and feel the boat speed up as you start
the new leg.For assertions and scripting, describe the physical
feelings of the actions. Example:A pilot might script as follows:
'I feel the friction as I push the throttle forward to start my
takeoff run. The controls start to feel more responsive as I check
the airspeed, oil pressure and temperature. At takeoff speed, I
pull back slightly, and I feel the vibrations of the wheels stop as
the plane leaves the ground. After a few moments, I reach down and
set the gear selector to up. I feel the satisfying bump as the gear
stops fully up.'Use physical objects as much as possible.
Physically touch objects as you teach about what they do. Use
flashcards to memorize information because students can touch and
move them around.Keep in mind as well that writing and drawing
diagrams are physical activities, so don't neglect these
techniques. Use big sheets of paper and large color markers for
your diagrams. You then get more action from the drawing.Use
breathing and relaxation to focus the students state while they
learn and perform. Focus on staying calm, centered, relaxed and
aware. Example:Autogenics (Relaxation Technique): This was a secret
behind the great Russian athletic performances over the past few
decades.Use role-playing, either singularly or with someone else,
to practice skills and behaviors. Find ways to act out or simulate
what you are learning.
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School of EducationLogical/MathematicalAim to understand the
reasons behind the logical learners content and skills. Logical
Learners don't just rote learn. They need to understand more detail
behind the compulsory content to help them memorize and learn the
material that they need to know.Explore the links between various
systemsCreate lists by extracting key points from the material. Use
statistics and other analysis to help these learners identify areas
to concentrate on.Help them pay attention to their physical state.
For example, breathing and stress level. It's possible that logical
learners isolate their own body from your rational thought, so help
them pull in their body as part of the 'system' of learning. Remind
them that association often works well when it is illogical and
irrational. It doesn't matter how logical two items are together;
People have a better chance of recalling them later if associations
are illogical. In scripting, highlight logical thoughts and
behaviors. Highlight this leaners ability to pick up systems and
procedures easily, and that they can detect when they need to
change a set procedure.Make use of 'systems thinking' to help
understand the links between various parts of a system. An
important point here is that systems thinking helps understand the
bigger picture. Often the whole is greater than the sum of the
parts. For example, logical leaners may understand the individual
aircraft systems and flight surfaces, but they may not have a view
of how all those systems support flight in equilibrium. Systems
diagrams can help gain that understanding.These learners may find
it challenging to change existing behaviors or habits. Try the
shunt technique to understand current behaviors vs. wanted
behaviors. When these behaviors are understood, use the technique
to divert from the old behavior to the new.Universityof
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School of EducationSocial/InterpersonalAim to work with others
as much as possible. Role-playing is a technique that works well
with others, whether its one on one or with a group of people. Work
on some associations and visualizations with other people. Others
often have different perspectives and creative styles, and so the
group may come up with more varied and imaginative associations
compared to the ones you might create yourself.Rather than reciting
assertions to yourself, try sharing your key assertions with
others. By doing so, you are almost signing a social contract that
your assertion is what you do. This strengthens your
assertions.Share reviews, review checklists and 'perfect
performance' scripts with those in the group. By listening to how
others solve their issues, students may get further ideas on how to
solve your own issues. Try sharing the work of creating a 'perfect
performance' script. Each person writes the script for the areas
they want to work on the most, and then the group brings all the
scripts together.Mind maps and systems diagrams are great to work
on in class. Have one person be the appointed drawer, while the
rest of the class works through material and suggests ideas. The
group may have varied views on how to represent some ideas, however
this is a positive part of learning in groups. Working in groups to
practice behaviors or procedures helps this learner understand how
to deal with variations. Seeing the mistakes or errors that others
make can help you avoid them later. If working in groups, it may
help to have everyone do the learning styles questionnaire.This may
help everyone understand why each person has different viewpoints.
It can also help with assigning activities to people. Individuals
may volunteer for activities based on either the styles they
currently have, or the styles they want to learn. Remember the
classroom is a risk-free environment.
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School of EducationSolitary/IntrapersonalSpend more time on the
'Target' step of the Memletic Approach. Set goals, objectives and
plans. Define ultra-clear visualizations or scripts of what life is
like once you've achieved your goals. Understand your reasons for
undertaking each objective, and ensure that you are happy with your
learning goals.Align goals and objectives with personal beliefs and
values. If there is misalignment, students may run into issues with
motivation or confidence. It's not always obvious what the
underlying cause is. Create a personal interest in topics. Look at
the people behind the books or material.What was their motivation
to create it? Keep a log or journal. Include extra information
about your thoughts and feelings. Outline challenges, ideas on how
to overcome them, and what worked. Write down what works well and
doesn't work well for you. Be aware of thoughts or concerns that
arise. Write them down and come back to them. Discuss with others
later if needed. With associations and visualizations, highlight
what you would be thinking and feeling at the time. Assertions are
important for this learner. They are driven by the way they see
themselves internally. This also applies to the scripting
techniques, so include internal thinking and feelings in
scripts.Modeling is a powerful technique for this learner. Don't
just model behaviors and appearance. Try to get 'inside their
heads' and model the thought patterns and feelings you believe they
have in various circumstances. Be creative with role-playing. You
don't always need other people to role-play with, because you can
create plenty of people using visualization! An advantage of this
form of role-playing is that you can control their
behavior!Universityof theCumberlands School of EducationSchool of
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School of EducationUsing Instructional Strategies to effectively
Deliver Services to ALL StudentsClassroom Management First
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School of EducationNo matter how well a teacher knows the
subject matter or how well he or she can teach, a teacher who
cannot manage a class is finished!
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School of EducationBehavior ManagementPositive Behavior
Management SystemsRandy Spricks Safe & Civil SchoolsCHAMPS
http://www.safeandcivilschools.com/services/classroom_management.phpPositive
Behavioral Intervention & SupportsPBIS (www.pbis.org) Sean
Coveys 7 Habits of High Successful
Teenshttp://www.education.com/magazine/article/Ed_7_Habits_Successful/
Fay & Funks Love and Logic
Discussion
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School of EducationREACH!RelationshipEnthusiasmActivity
Multiple!!CollaborationHuman
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School of EducationRelationshipPeople dont care how much you
know until they know how much you care!
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School of EducationMaslows Hierarchy of NeedsSo, where do you
think education/school fits in?
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School of Education
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School of EducationPeople become really quite remarkable when
they start thinking they can do things. When they believe in
themselves, they have the first secret of success. - Norman Vincent
Peale
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School of EducationTreat a man as he is and he will remain as he
is; treat a man as he can and should be and he will become as he
can and should be. ~ Johann Wolfgang von Goethe
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School of EducationEnthusiasmNothing great was ever achieved
without enthusiasm. -Ralph Waldo Emerson
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School of EducationActivityOver Plan
Multiple Intelligences
Attention Span Three things youve learned so far
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School of EducationCollaborationParentsPrevious TeachersStudents
themselvesCommunityGrantsFund-raising Many
othersChoiceCognitionsBehaviors
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School of EducationHumanityBe Genuine!
Learn from your mistakes
Take Care of Yourself
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School of EducationTake Care of Yourself: Personal Mental
HealthBalanceFinding Your CenterDoing Your Best, Then Letting
GoStress Management Strategies
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School of EducationProfessional
IdentityPortfoliosSupervisionColleague Consultation and
NetworkingLifelong Continuing EducationProfessional
AssociationsAction ResearchBeing Mentored and Mentoring Others
Take Care of Yourself: Professional HealthUniversityof
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School of EducationInstructional StrategiesToo Many to Count
Reflective Constructors of Quality Learning Experiences Through
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School of Education10 + 2: Direct instruction variation where
the teacher presents for ten minutes, students share and reflect
for two minutes, then the cycle repeats.5 + 1: Direct instruction
variation where the teacher presents for five minutes, students
share and reflect for one minute, then the cycle repeats.3-2-1:
Writing activity where students write: 3 key terms from what they
have just learned, 2 ideas they would like to learn more about, and
1 concept or skill they think they have mastered.Universityof
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School of EducationAbstracting: A thinking skill that involves
summarizing and converting real-world events or ideas into
models.Act It Out : Students can act out mathematical, scientific,
or social problems to improve their comprehension.Admit Slips/Exit
Slips: Teacher helps in the synthesis of learning by reading
anonymous student writings aloud to begin or end a class.Anchored
Instruction: A form of constructivism where learning is tied to the
students' real world "anchors" (such as social or work
experiences).Anecdotes: A motivational technique to encourage
creativity or empathy students. Anecdotes can be about the
teacher's life or excerpted from biographies to help students make
real-world connections. Applied Behavior Analysis: For purpose of
modifying student or class behaviors.Artifact Strategy: The teacher
presents carefully selected objects (artifacts) to the students,
poses a problem, and allows students to collect information about
the object, then formulate answers to the presented problem.
Assumption Smashing: List assumptions, then eliminate one. What
might happen? (for example, "All forms of transportation are now
free." What is the effect on society?)Universityof theCumberlands
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School of EducationBook Ends: Pairs of students discuss and make
predictions before an activity, then meet after the activity to
review and compare reactions.C-4 Yourself: Collaborative project
strategy with four components: challenge, choice, collaboration,
and creation.C-SOOPS: Acronym is useful to help students remember
which aspects of their writing they should check when editing.
C-SOOPS stands for: Capitalization, Sentence structure,
Organization, Overall format,
Punctuation.Capitalization/Organization/Punctuation/Spelling
(COPS): Acronym is useful to help students remember which aspects
of their writing they should check when editing.Capsule Vocabulary:
A teaching strategy to explore a few vocabulary words related to a
specific topic.Chunking: A memorization technique.Circles of
Knowledge: Graphic organizer that prompts students to write: 3
Facts I Know, 3 Questions I Want Answered, and Answers to My
Questions.Class Meetings: When students are allowed to contribute
to the operation of the classroom through class meetings, they have
the opportunity to learn responsibility and decision-making
skills.Control TheoryGlasser's theory explaining that, in an
attempt to satisfy basic needs for survival, belonging, power,
freedom, and fun, people will act to control their behavior to
satisfy those needs. Control theory is related to Choice
Theory.CROWN: A closure technique that encourages students to
reflect on the completed lesson. CROWN = Communicate what you
learned. Reaction. Offer one sentence that sums up what the whole
lesson was about. Where are some different places you could use
this? Note how well we did today.
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School of EducationDream Diary: Useful creativity technique in
art and writing classes. Students keep a diary of their dreams,
then can use the images and ideas in their compositions.Envelope,
Please: An activating strategy used prior to beginning a new
topic.Forced RelationshipsA variant of the Forced Analogy approach
to generating possible solutions to problems. In Forced
Relationships, objects are paired to a seemingly unrelated task and
students are forced to use the unrelated objects to accomplish the
task. For example, the students might be told they need to water
the flowers in the windowsill box using the water from the sink
across the room, and their only tools are a flashlight and a piece
of paper. Possible solutions would be to take apart the flashlight
(placing the parts on the paper) then use the handle as a cup to
carry water, or the paper could be folded into a temporary cup then
discarded after the watering was done.Universityof theCumberlands
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School of EducationGATHER Model: An inquiry-based model used in
the teaching of history. The steps include: Get an overview, Ask
questions, Triangulate the data, Hypothesize, Explore and interpret
data, and Record and support conclusions.Go on, smile!Humor: Humor
can be helpful in motivating students and in creating a community
spirit.InnovatingAltering text or work in such a way that the
original is still recognizable, but new concepts or contexts are
introduced.JournalKnowledge Grammy Awards: Near the completion of a
unit, students nominate and vote on which knowledge was most useful
to them.Left and Right Creativity (LARC)Use drawing to stimulate
right brain, then harness to left brain to creatively solve
problemsL-I-S-T-E-NMulticultural Education ProgramsPrograms that
focus on teaching children about other cultures, or adapting
teaching to fit the cultures of the children being
taught.Universityof theCumberlands School of EducationSchool of
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School of EducationNovelty: A motivational technique to engage
student early in instruction. Share something unusual with students
to arouse curiosity.Online Assessments/Games/LessonsP-I-E (Point,
Illustrations, Explanation)A writing strategy to remind students
about the key parts of a paragraph. As a cue, you can ask them if
their paragraph has all the pieces of the P-I-E
(Point-Illustrations-Explanation).QAR (Question-Answer
Relationship)Exploration of the nature of answers. Are answers
explicit or implicit in the reading, or are they internal to the
reader?Quintilian ProgressionModel to guide assessment of writing
in progress. 1st product: freely generated ideas and words. 2nd:
student decides on organizational form of paper. 3rd (first written
draft): student should aim for clarity. 4th: revise for
correctness. 5th: revise for eloquence.
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School of EducationReality-Based Model: Developed by Glasser as
a counseling technique. Useful in teaching students to manage their
own behavior by helping them discover what they really in a
situation, and socially acceptable ways of getting what they
want.Reflection: A metacognitive activity. Learner pauses to think
about, and organize information gathered from reading, discussions,
or other activities.S.W.O.T. Analysis (SWOT): Analysis of
Strengths, Weaknesses, Opportunities, and Threats (SWOT) in a
situation.Talking Chips: Response management technique to encourage
students who do not often contribute, and limit students who
contribute too much to discussions.Unsent LetterUniversityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationVolunteer: Students as volunteers at a
hospital, day care center, the zoo, etc.Whispering
Group Response/Suggestions
Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationInstructional Strategies:
PsychoeducationalUsing Counseling to Reach the Students
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
Universityof theCumberlands School of EducationSchool of
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Reflective Constructors of Quality Learning Experiences Through
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School of EducationTheories/SkillsThe Magic Question
RelationshipThe Charles Schulz PhilosophyOne Small GestureTHINK:
ThinkMotivationThe 212 Degree Difference
http://play.simpletruths.com/movie/212-the-extra-degree/ You Can
(and Do) Make a Difference
http://play.simpletruths.com/movie/simple-truths-of-service/ MAKE
it a good day (MAKE the best of everything)The Wisdom in Hot
ChocolateAdvocacyYou say it long enough, it starts to be a part of
you.
Universityof theCumberlands School of EducationSchool of
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School of EducationUsing the National Model to be COUNSELORS for
ALLWe cant do any of these wonderful things if we arent allowed to
use our UNIQUE set of skills.Universityof theCumberlands School of
EducationSchool of EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationNational Model Programs Refocusing on Our
Goals/ObjectivesOperate from a mission that is connected with the
school districts mission and educational reform agendas.Are focused
on improving academic achievement and eliminating achievement
gaps.Operate from a formal set of Student Learning Objectives that
are:Connected to National StandardsAligned to State Curriculum
FrameworksAligned with District StandardsBased on Measurable and
Student Learning OutcomesAre Data Driven and Accountable for
Student Outcomes
Universityof theCumberlands School of EducationSchool of
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School of EducationStudent Learning ObjectivesNational
StandardsCommon Core Standards, http://www.corestandards.org/ State
Curriculum FrameworkKentucky Curriculum Framework,
http://education.ky.gov/curriculum/docs/pages/ky-model-curriculum-framework.aspx
Kentucky Core Standards,
http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx
District Standards/PoliciesMeasurable and Student Learning
OutcomesSMART/START Goals
Universityof theCumberlands School of EducationSchool of
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School of EducationSMART/START GoalsUniversityof theCumberlands
School of EducationSchool of EducationUCSchool Counseling
Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationData Driven & Accountable for Student
Outcomes: Using the ASCA National Model to Make a Systemic
ChangeThe ThemesLeadershipAdvocacyCollaborationSystemic Change
By aligning the School Counseling Program with district and
school mission, reform initiatives and school improvement plans,
professional school counselors are leaders and partners in systemic
change to ensure equity and access to quality education and to
promote career and personal/social development for all
students.
Universityof theCumberlands School of EducationSchool of
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School of EducationLeadership and Achievement Advocacy for EVERY
studentAt Promise instead of At RiskSchool counseling programs that
use a strengths-based, nondeficient leadership and advocacy model
are educational leaders providing measurable equity, achievement
results, and success for all students.The transformed professional
school counselor leads and advocates in removing barriers to
student performance and overcoming social injustice.Professional
school counselors must work to remove these barriers and try to
close these gaps to help all students succeed.
Universityof theCumberlands School of EducationSchool of
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School of EducationLeadership and Achievement Advocacy for EVERY
studentResearch shows Students from low-income families can match
the achievement of high-income families stride for stride and in
some school districts actually outperform students from affluent
families.
Universityof theCumberlands School of EducationSchool of
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School of EducationLeadership and Achievement Advocacy for EVERY
studentCommon CharacteristicsSuccessful high-poverty schools
demonstrate the following characteristics:Extensive use of
state/local standards to design curriculum and instruction, assess
student work, and evaluate teachers.Increased instruction time for
math and reading.Substantial investment in professional development
for teachers.Comprehensive systems to help students before they
fail.Parental involvement.Accountability systems with
consequences.
Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
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School of EducationLeadership and Achievement Advocacy for EVERY
studentUsing our Leadership RoleCounselors can contribute to
student learning by integrating their knowledge about student
learning styles and modalities.Counselors can also become involved
by designing and implementing professional development workshops
for teachers, administrators, and parents.Counselors should monitor
student performance to assist struggling students.Rather than
waiting for complaints or obvious acts of discrimination, a leader
will maintain an ongoing awareness of the school climate so that
problems can be identified and remedied proactively using specific
data points and intervening with developmental counseling lessons
and group and individual counseling strategies.To be a successful
leader, school counselors must also build strong alliances and work
cooperatively with important stakeholders.
Universityof theCumberlands School of EducationSchool of
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School of EducationLeadership strategies for new school
counselors:Set reasonable and realistic leadership goalsApproach
tasks with determinationResolve to work through resistanceBuild a
strong support system and seek supervision and support from
supervisors and colleaguesBe clear about your role as a school
counselor
Leadership and Achievement Advocacy for EVERY
studentUniversityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationAdvocacy Counseling in SchoolsAdvocacy
counseling involves efforts by professional school counselors to
advocate for and with clients on both the microlevel and the
macrolevel.On the microlevel, school counselors might advocate on
behalf of students within the school systems or teach them
self-advocacy skills.On the macrolevel, school counselors might
intervene in some larger context (e.g., community) to effect more
broad-based change.
Universityof theCumberlands School of EducationSchool of
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Reflective Constructors of Quality Learning Experiences Through
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School of EducationSchool Counselor Advocacy CompetenciesFour
essential school counselor dispositions:Advocacy disposition -
welcome the opportunity to be an advocate; willing to work through
resistance.Family support/empowerment disposition - recognize the
family as a key stakeholder and teach them how to advocate for
their children.Social advocacy disposition - advocate on behalf of
others when they recognize unfair situations.Ethical disposition -
behave in accordance with applicable codes of ethics at all
times.
Universityof theCumberlands School of EducationSchool of
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School of EducationStudents need to be empowered to become
leaders for life in their elementary, middle, and high school
communities.Professional school counselors develop leadership
academies, peer tutoring and peer counseling programs and encourage
and expect all students to participate in extracurricular
activities to increase their leadership skills, which, in turn, can
provide students with a basis to learn advocacy skills.
Empowering Teachers with Achievement Advocacy SkillsUniversityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationEmpowering Teachers with Achievement Advocacy
SkillsCounselors can assist teachers in developing management,
facilitation, and advocacy skills.Provide in-service training on
management skills.Help teachers create a safe, equitable, and
learner-friendly environment for all students.Help teachers to
communicate more effectively with parents and administrators.
Universityof theCumberlands School of EducationSchool of
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School of EducationParents often take information from school
personnel as fact.Professional school counselors assist parents and
guardians to maneuver through unfamiliar territories to access
services.Professional school counselors can help identify resources
and discuss existing services with parents. They can assist parents
in understanding and interpreting the information received from the
school and their rights.Parents may also need assistance in
determining how and when to use the information.Counselors can help
parents gain access to needed services.
Empowering Parents with Achievement Advocacy SkillsUniversityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationCollaboration: AccountabilityAlthough
professional school counselors may believe certain approaches are
effective, others, such as school board members, administrators,
parents, and legislators, want documented evidence of the
effectiveness of school counseling.Many of these individuals not
only want confirmation that school counseling services are
beneficial to students, but also that these services are cost
effective.Collaborate with these stakeholders to:Gather DataShare
Data!
Universityof theCumberlands School of EducationSchool of
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School of EducationAccountabilityThe U.S. Department of
Education made it a goal to transform education into an
evidence-based field.Outcome research in professional school
counseling analyzes whether school counseling programs or
components of a program result in positive outcomes for students.
Counselors are ethically bound to provide the effective services to
their clients, and without thorough knowledge of the research,
counselors will not know what has been shown to be the best.
Universityof theCumberlands School of EducationSchool of
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School of Education64Accountability: Making School Counseling
Count
Professional school counselors must design data driven school
counseling programs that fit into the mission of todays
schools:Rigorous standards and accountability for all
students.Accountability is the professional school counselors
responsibilityProfessional school counselors need to integrate
themselves into school reform by collaborating with all school
staff instead of working as ancillary personnel removed from the
instructional side of schools.
Universityof theCumberlands School of EducationSchool of
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School of EducationAccountability: Every Educators ChallengeData
must show more than time-on-task numbersTime-On-Task Data
is:Student contact madeGroup sessions heldClassroom guidance
lessons deliveredTime-on-Task Data is still valuable but stops
short of answering the critical question of how our work affects
student achievementData needs to show how school counseling program
impacted student successWe must answer the question, How are
students better off academically because of what you do?Must show
that counselors have made a difference in student achievementData
must justify continuing funding for school counselorsEspecially
when other role groups are being cutUniversityof theCumberlands
School of EducationSchool of EducationUCSchool Counseling
Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationStart with Student Outcome DataSchool
counseling programs must start with student outcome data, then
decide which data they want to track and drive in a positive
direction.Once that is accomplished, the program components come
into play to move the data.Data is the engine that drives the
school counseling program.
Universityof theCumberlands School of EducationSchool of
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School of EducationResults-Based AccountabilityNeeds
Assessments, Surveys, Pre- and Post- TestsAlthough these methods
are moving us closer to accountability, they are still soft
measures of accountability and not at the level of accountability
expected of stakeholders as they are self-report measures.To deem
counting and results-based approaches as adequate without showing
the impact of our work on school report card data places us at risk
of being viewed as a poor use of financial resources.Universityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationStudent Outcome DataThe shift from counting
what we do to measuring our impact on critical school-based data is
most powerful when we can explain and prove that our work is
necessary and successful interventions are needed to improve a
childs academic success. Example: Number of Ds and Fs for the seven
students reduced by 29% on the report card following the six small
group counseling sessions. Universityof theCumberlands School of
EducationSchool of EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationTodays Children and the School Counseling
Program
Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationMoving to an Accountability MindsetVision
without action is meaningless. SpinettaSince the 1990s school
counseling has progressed from the tradition of a responsive
services focus to a proactive programmatic system that is
inexplicably integrated within the mission of schoolsASCA National
ModelWithout a shift in thinking to the use of data to address
equity issues, one cannot realize the goals of the ASCA National
Model.A Social Justice mindset is the mantra of the 21st century
practiceASCA National StandardsEncourages school counselors to
think in terms of the expected results of what students should know
and be able to do as a result of implementing a standards-based,
CSCP.Message: School Counselors are ideally situated in schools to
serve as social justice advocates to eliminate the achievement gap
and focus their efforts on ensuring success for every
student.Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationAccountabilityThe Accountability Quadrant
answers the question, How are students different as a result of the
school counseling program?An accountable CSCP includes the
following:An alignment with the school Mission and School
Improvement ProcessCommitment to working with a critical data
element as part of program design and implementationAnalyzing
dataFacilitating a Stakeholders Unification around goals and
delivery of strategiesMonitoring results.Educating all about the
results: administrators, faculty, staff, students, families, and
community supporters
Universityof theCumberlands School of EducationSchool of
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School of EducationDemystifying DataUniversityof theCumberlands
School of EducationSchool of EducationUCSchool Counseling
Program
Reflective Constructors of Quality Learning Experiences Through
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School of Education
Universityof theCumberlands School of EducationSchool of
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Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of Education
SchoolCounselor?
Universityof theCumberlands School of EducationSchool of
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School of EducationThe New Essential Question:How Has Student
Achievement Increased as a Result of What Counselors Do?
School Counseling Programs are about RESULTS.Universityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationData Data Everywhere
Universityof theCumberlands School of EducationSchool of
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School of EducationAsking the Right QuestionsMaking connections
between the various data sets will help us focus on what is most
important.Examples:In our school, do student outcomes differ by
demographics?In our school, what is the profile of a successful
student? A failing student? A dropout?We then can use data to
answer the questions that count.Collaborative analysis can lead to
collaborative action.Universityof theCumberlands School of
EducationSchool of EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
Critical Thinking
School of EducationData 101The ASCA National Model describes
three types of data usage: Process data confirms how many times an
event occurred, for how long, who was involved and how the event
was conducted. What you did for whomProvides evidence that event
occurredExample: As part of the school counselors commitment to
contribute to this collaborating with teachers to improve grades,
every 8th grade student participated in six school counseling
lessons that focused on organizational skills and study skills.
Perception data is a snapshot in time that allows us to analyze
changes in attitudes, beliefs, or needs over time.Often collected
as pre- and post- information, need assessments, or surveys.
Snapshot in time that allows us to analyze changes in attitudes,
beliefs, or needs over time. Attitudes or Beliefs: 32% believe they
will get an A or B in this classCompetency Achievement (Skills):
Every student in grades 9 12 completed an ILPKnowledge Gained: 90%
of students demonstrated knowledge of college entrance requirements
Example: As a result of the school counseling lesson, students have
the opportunity to share their changes in attitude or organizing
their notes in a new way.
Universityof theCumberlands School of EducationSchool of
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School of EducationData 101Results data shows impact and
provides information to evaluate programs.So WHAT dataHard
Data/Application Data: Data either supports or does not support
goals of the program.Shows impact and provides information to
evaluate programsHave your activities contributed to students
ability to utilize the knowledge attitudes and skills to effect
behavior?AttendanceBehaviorAcademic AchievementExample: As a result
of these 6 classroom guidance lessons, have 90% of the 8th graders
improved their class work, handed in all of their homework, passed
all of their classes, and ultimately improved their scores on the
state test?Which indicators do we monitor?How frequently do we do
this?Universityof theCumberlands School of EducationSchool of
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School of EducationThe Power of DataData demonstrates how the
school counseling program is contributing to overall student
progress and student achievement. Data allows us to identify and
eradicate practices that may be deterring access to, or success in,
higher-level academics.Data can be used to inform educators
decisions, not replace them. Data: Friend or Pho-biaData is a
counselors best friendIt provides new information that can be used
to guide action.From Perception to RealityData gives your story a
factual framework.No longer are we presenting perception: the
descriptors in our school-based stories are rooted in reality.
Universityof theCumberlands School of EducationSchool of
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School of EducationMeasure and Monitor What
MattersAccountability shows that all educators, especially school
counselors, intentionally act to close the achievement gap. Social
justice and accountability go hand in hand. Data brings attention
to opportunities for school-wide improvement through conversations
and planning. Data provides guidance for program development and
implementation.Data can:Challenge attitudesDevelop high
expectationsDeliver facts that support on-going quality career and
academic advisingAlert us to enrollment patterns for rigorous
academic courses.Impacts the instructional program. Universityof
theCumberlands School of EducationSchool of EducationUCSchool
Counseling Program
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School of EducationThis next generation of school counselors is
in a pivotal position to help students and wed academic rigor with
affective development, & thus help close the information,
opportunity, and achievement gaps.
Universityof theCumberlands School of EducationSchool of
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School of EducationSystemic Change : What Are Effective Methods
for Delivering School Counseling Programs? Professional school
counselors must implement a comprehensive school counseling program
for all students that is a systematic component of the larger
schools purpose and mission.
Universityof theCumberlands School of EducationSchool of
EducationUCSchool Counseling Program
Reflective Constructors of Quality Learning Experiences Through
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School of EducationGuidance CurriculumAlthough much of the
research is on elementary guidance curriculum, it seems middle
school students benefited most from guidance curriculum offerings
with an effect size of .46.High school students benefited with
effect size of .39.Schlossberg, Morris, and Lieberman (2001) found
that counselor-led, developmental guidance units presented in 9th
grade classrooms have the potential to improve students' expressed
behavior and general school attitudes, while also addressing
student developmental needs.Elementary students benefited with an
effect size of .31.Elementary counselors primarily used the
guidance curriculum to address personal/affective needs.Elementary
guidance lessons which focused on improving self-esteem and
self-concept had limited impact on students self-esteem.
Universityof theCumberlands School of EducationSchool of
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School of EducationIndividual Student PlanningOnly 10 studies of
individual planning have been conducted, mostly with high school
students.Overall weighted effect size was statistically
significant.Professional school counselors often design individual
planning around educational and career/vocational planning.A recent
study found that counselor-free interventions are not effective,
and interventions that involve a counselor are significantly more
efficacious (Whiston, Brecheisen, & Stephens, 2003). Whiston et
al. (1998) found that career interventions were more effective at
the junior/high middle school level than at the high school level.
Career development activities seem to be generally effective.
Universityof theCumberlands School of EducationSchool of
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School of EducationResponsive ServicesGroup CounselingA
substantial number of studies verified the positive effects of
group counseling interventions. Bullying ProgramsIn recent studies
of the Olweus Bullying Prevention Program, Olweus (2005) found
reductions in bullying behavior which approached around 50%. Some
of the initial studies of the implementations of the Bullybusters
program found a 20% reduction in the number of bullying incidents
reported in the first year.In a study of the effectiveness of the
PeaceBuilders program, Flannery et al. noted significantly higher
ratings of social competence among K-2 students who received the
intervention and moderately higher levels of social competence for
students receiving the intervention in grades 3-5.
Universityof theCumberlands School of EducationSchool of
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School of EducationSystem SupportThere is growing empirical
support for the effectiveness of consultation
activities.Consultation can lead to more students being referred
for school counseling.Does a fully implemented CSCP make a
difference?According to Lapan, Gysbers, and Sun (1997),students
from schools with more fully implemented programs were more likely
to report that:(a)they had earned higher grades; (b)their education
better prepared them for the future; (c)they had more career and
college information available to them; and (d)their schools had a
more positive environment. Many other studies showed consistent
results.
Universityof theCumberlands School of EducationSchool of
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School of EducationA Last WordPublic AwarenessWays to publicize
the professional school counselors role:A column in the school or
local newspaperBrochuresUse of web sitesSpeaking engagements at
local eventsClassroom presentationsSpecific SuggestionsCreate a
school counseling program Listserv and encourage local media to
have access to it for story ideas and questions related to
referrals.Sponsor specific community or school events of a
developmental nature and ask local media to cover it.Request that
professional school counselor license plates be offered by your
state to promote the professions visibility.Advocate with local and
state legislators to better fund and support school counseling
programs.
Universityof theCumberlands School of EducationSchool of
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Reflective Constructors of Quality Learning Experiences Through
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School of EducationReferencesDiscover your learning styles
graphically. (2013). Retrieved from
http://www.learning-styles-online.com/overview/. Erford, B.T.,
(2010). Transforming the School Counseling Profession. Upper Saddle
River, New Jersey: Pearson Education, Inc. Rowan, Kelly J. (2013).
Glossary of Instructional Strategies. Retrieved from
http://www.beesburg.com/edtools/glossary.html.Stone, C.B. &
Dahir, C.A. (2010). School Counselor Accountability: A MEASURE of
Student Success, 3/E. Upper Saddle River, New Jersey: Pearson
Education, Inc.
Universityof theCumberlands School of EducationSchool of
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School of EducationFor further questions , comments, or
concerns, contact:
Susan R. Rose, Ph.D., [email protected](502)
253-9859 Home(502) 468-1480 Cell
Universityof theCumberlands School of EducationSchool of
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School of EducationCareer Schedule career speakers Classroom
guidance careers Collaborate to use technology to access career
info (4th & 5th grade)
Small group Girl Power, Girls on the Run, College Bound
Parent/student conference on career concerns Arrange school visits
(middle)
Showcase of Schools