Presentation - Utah School Counselor Association

Report
WHAT KIND OF STUDENTS DO YOU
HAVE?
GUIDANCE CURRICULUM
• WHAT DO YOU KNOW ABOUT IT?
GUIDANCE CURRICULUM
• According to the American School Counselor Association
(ASCA):
• Counselors provide a “written instructional program that
is comprehensive in scope, preventative and proactive,
developmental in design, coordinated by school
counselors, and delivered, as appropriate, by school
counselors and other educators (ASCA, 2005, pg. 40)
RESEARCH
• Research suggests that Guidance curriculum is as powerful
and meaningful as small group counseling (Nassar-Mcmullan &
Cashwell, 1997; Shechtman & Bar-El, 1994; Shechtman, Bar-El, & Hadar,
1997)
• A Metanalysis study by Whitston et al (2008) found that all
students benefited from Guidance curriculum offerings.
Those who benefited most were:
• Middle School students, and then
• High School students
• Yes, elementary students had the smallest benefit, although we
tend to think that most guidance curriculum is delivered at this
level.
GUIDANCE CURRICULUM
(AND CAREER GUIDANCE)
FROM THE UTAH MODEL PROGRAM REVIEW
•
WE DETERMINE WHAT GUIDANCE CURRICULUM TO DELIVER BY:
•
•
•
•
DATA ANALYSIS OF NEEDS ASSESSMENT & TEACHER CROSSWALK
SCHOOL IMPROVEMENT PLAN
STUDENT COMPETENCIES
GAPS IN ACHIEVEMENT
•
•
•
PROVIDED YEARLY
•
APPROPRIATE NEXT STEP PLANNING
CTE INTRO IN 7TH
CAREER EXPLORATION AND DEVELOPMENTAL ACTIVITIES WITH
PATHWAYS PROVIDED MULTIPLE TIMES @ YEAR
ANALYZING DATA:
Teachers Crosswalk
GUIDANCE CURRICULUM
(AND CAREER GUIDANCE)
FROM THE UTAH MODEL PROGRAM REVIEW
• WE DETERMINE WHAT GUIDANCE CURRICULUM TO DELIVER BY:
•
•
•
•
DATA ANALYSIS OF NEEDS ASSESSMENT & TEACHER CROSSWALK
SCHOOL IMPROVEMENT PLAN
STUDENT COMPETENCIES
GAPS IN ACHIEVEMENT
STUDENT OUTCOMES
STUDENT OUTCOMES
• Academic/learning Development
• Life/career development
• Multicultural/global citizen development
• Personal/social development
ACADEMIC/LEARNING
DEVELOPMENT
STANDARD A:
Students will acquire the
attitudes, knowledge, and skills that
contribute to effective learning in school and
across the lifespan.
Improve academic self-concept
Acquire skills for maximizing learning
Achieve school success
•
•
AL:A1.1 Articulate feelings of competence and confidence as learners
•
•
•
•
•
•
•
•
•
AL:A1.3 Understand individual strengths and how to remediate or compensate for weaknesses
•
•
AL:A3.5 Connect to school in positive ways
AL:A1.2 Identify and apply attitudes, expectations, and behaviors which lead to successful
learning
AL:A2.1 Apply time-management and task-management skills
AL:A2.2 Demonstrate how effort and persistence positively affect learning
AL:A2.3 Know when and how to ask for help or information from faculty, staff, family, and peers
AL:A2.4 Apply knowledge of learning styles to positively influence school performance
AL:A3.1 Develop basic skills (in math, reading, writing, technology, etc.)
AL:A3.2 Learn and apply critical thinking skills
AL:A3.3 Develop a pattern of regular school attendance
AL:A3.4 Demonstrate the ability to work independently, as well as cooperatively with other
students
AL:A3.6 Apply the study and homework skills necessary for academic success
SPECIFIC INDICATORS
AN IDEA….
• SURVEY INDIVIDUAL NEEDS
• CREATE AN EXCEL FILE OF WORKSHOPS NEEDED
• INVITE SPECIFIC STUDENTS TO ATTEND SPECIFIC WORKSHOPS,
GROUPS OR INDIVIDUAL COUNSELING TO MEET THOSE
NEEDS
WHO NEEDED WHAT?
• Groups:
• Empowerment group (self-esteem,
positive attitude, coping
skills, self-care, interpersonal relationships, utilizing resources )
• Study Skills
• Individual counseling:
• Careers
• Some students who requested
individual counseling instead of a
workshop or group
WORKSHOPS (G.C.)
(In order of numbers of students needing the topic)
• Resume Writing
• Interviewing Skills
• Choosing a career (non Utah futures style)
• Time Management
• Stress Management
• ATC tour
• Test ANXIETY
• Goal setting and action plans
• Service Project
HOW?
• Excel file provided name of students for each need.
• Scheduled all workshops/groups/counseling from the end of
March through the beginning of May during non-testing times,
(students had an option as to which class period to miss in
many instances).
• Some workshops were provided by community partners (i.e..
Michael Quayle, Human Resources Director for Autoliv, did the
workshop on interviewing, ATC did the tour while we arranged
permission slips and the bus).
RESULTS
• Met specific needs of students
• More active participation: Students knew they would be
invited and they came (average 92% attendance)
• Students appreciated the workshop/group they were
participating in and actually thanked me for the it as they
were leaving.
• It was fun for me as a school counselor to indeed ‘see’ that
I was making a difference
QUESTIONS?
REFERENCES
•
ASCA (2005). The ASCA National Model: A framework for school
counseling programs (2nd ed.). Alexandria, VA
•
Nassar-McMIllan, S.C., & Cashwell, C.S. (1997) Building self-esteem of
children and adolescents through adventure-based counseling.
Journal of Humanistic Education and Development, 36, 59-67.
•
Rowley, W. J., Stroh, H. R. & Sink, C. A. (2005) Comprehensive
guidance and counseling programs’ use of guidance curricula
materials: A survey of national trends. Professional School Counselor,
8, 296-304.
•
Whitston, S. C. Rahardja, D. Eder, K. & Tai, W. L. (2008). School
counseling outcome: A meta-analytic examination of interventions.
Unpublished manuscript, Indiana University, Bloomington.

similar documents