Washington State Comprehensive School Counseling and Guidance Program Model August 2017 Tennille Jeffries-Simmons, Assistant Superintendent of Systems and School Improvement, OSPI Prepared by: Danise Ackelson, Program Supervisor, School Counseling [email protected] | 360-725-4967 Some documents in the Appendices and text were used with permission from the American School Counselor Association. When citing this document, please also use the following reference: The Washington State Comprehensive School Counseling and Guidance Program Model adapted from: American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. TABLE OF CONTENTS Acknowledgements ......................................................................................................................... 1 Chapter 1: Introduction .................................................................................................................. 2 Chapter 2: Washington Model for Comprehensive School Counseling and Guidance Programs 12 Chapter 3: Foundation .................................................................................................................. 22 Chapter 4: Delivery ....................................................................................................................... 28 Chapter 5: Management ............................................................................................................... 33 Chapter 6: Accountability ............................................................................................................. 45 Resources ...................................................................................................................................... 50 Bibliography .................................................................................................................................. 56 Appendices .................................................................................................................................... 58 Appendix A: Developing Beliefs ................................................................................................ 58 Appendix B: Goal Setting Process ............................................................................................. 59 Appendix C: ASCA Mindsets & Behaviors for Student Success ................................................ 61 Appendix D: Washington’s K-12 Social Emotional Learning Standards and Benchmarks ........ 65 Appendix E: ASCA School Counselor Competencies ................................................................. 67 Appendix F: ASCA Ethical Standards for School Counselors ..................................................... 78 Appendix G: Washington State School Counselor Proficient Level Evaluation Criteria ........... 95 Appendix H: School Counselor Benchmarks ........................................................................... 109 Appendix I: ASCA Mindsets & Behaviors: Program Planning Tool ......................................... 114 Appendix J: School Counseling Program Assessment ............................................................. 115 Appendix K: Use of Time Assessment ..................................................................................... 119 Appendix L: School Data Template Profile ............................................................................. 121 Appendix M: School Counseling Core Curriculum Action Plan ............................................... 124 Appendix N: Small Group Action Plan .................................................................................... 125 Appendix O: Closing the Gap Action Plan ............................................................................... 126 Appendix P: Lesson Plan Template ......................................................................................... 127 Acknowledgements Much of the history of guidance and counseling in Washington state is embedded in the accomplishments of current and former guidance and counseling professionals and their counselor educators. Several initiatives have emerged to inform and guide current efforts to create the statewide framework, based on the American School Counselor Association (ASCA) National Model. The current model, Washington State K-12 School Counseling and Guidance Program Model, is largely based on the “Washington Framework for Comprehensive Guidance and Counseling Programs: Learning and Flourishing in Washington State” (WA CGCP Framework) http://www.cgcpframework.org/. In 2012 this web-based format, called WA CGCP Framework, was created, supported and written by a team of state policy makers, counselor educators, school counselors, agency partners, and stakeholders across the state. The team included Mike Hubert, Danise Ackelson, Dave Forrester, Dr. Diana Gruman, Dr. Chris Sink, Dr. Meghan Shea, Dr. Richard Cleveland, Dr. Christopher Wood, Dr. June Hyun, Norm Wisner, Karyn Holt, Myrna Muto, Heidi Morton, Jeannie Beierle, Dr. Brian Mathieson, Annie Carmichael, Rik Morris, Anneliese Nobles, Chris Kelly, Laura Moore, and others. The WA CGCP Framework was a joint effort by the Office of Superintendent of Public Instruction (OSPI) and Washington School Counselor Association. This new model has been updated to provide professional school counselors with tools to (1) share with other educators and stakeholders; (2) develop, implement and enhance comprehensive school counseling programs; and (3) access quality resources to improve implementation of school counseling domains. These resources are meant to provide a system that encourages and promotes academic, career, and social/emotional development in preparation for the challenges of the 21st century. Research supports this work for comprehensive school counseling and guidance programs, which have a positive effect on schools and communities. Components of the American School Counseling Association (ASCA) National Model are embedded throughout. Some benefits to school counselors include: Defines responsibilities and roles within the context of a school counseling program of equity for all students. Describes the role of school counselors and effective counseling and guidance program activities. Supports the academic, career and social/emotional development of all students. Provides a framework for program staffing, management, implementation, and accountability. Encourages school counselors to be systemic leaders, advocates and change agents. Ensures the school counseling program is aligned with the school’s mission. p. 1 Chapter 1: Introduction The early history of school counseling through the more recent development of the American School Counselor Association (ASCA) national model provides the background and foundation for today’s Comprehensive Guidance and Counseling Programs, both nationally and within Washington State. A growing body of research indicates these programs have comprehensive and specific benefits for key stakeholders, including students, families, educators, and community members. History of School Counseling The history of school counseling in the United States follows changes in education as our schools adapted to the needs of society and to national policy. So, too, has the role of the school counselor evolved. Multiple forces, including industrialization, immigration, and social reforms, impacted the delivery, approach, and access to education. The number of schools expanded quickly and by 1918, elementary school education was compulsory in all states (Graham, 1974). While public schools have existed in the U.S. since 1821, the earliest forms of school counseling did not emerge until the early 1900s. School counseling traces its roots to Frank Parsons, a social reformer committed to the cause of organized and intentional vocational guidance. He was instrumental in founding the Bureau of Vocational Guidance in Boston in 1908 (Jones, 1994). The Vocational Bureau helped young people transition from school to work and worked with Boston schools to incorporate vocational guidance. Concurrently, Jesse B. Davis, a high school principal in Michigan, began to integrate vocational guidance into the classroom. In 1913, the National Vocational Guidance Association was established. By 1918, over 900 schools had some form of vocational guidance support. During this early period, counseling duties were typically carried out by classroom teachers (Jones, 1994). In the decades that followed, guidance counseling was impacted by developments in psychology and by significant events, such as World Wars I and II, the Great Depression, and other international developments. Guidance counseling expanded beyond vocational support as standardized assessments and new counseling theories emerged (Aubrey, 1977). In the 1920s, counselor certification began in Boston and New York. Early in the decade, the emphasis on vocational concerns continued to be evident in the development of vocational assessments and as the nation addressed the needs of veterans. However, progressive shifts in theories of education and emerging trends in human development and personality later in the decade expanded the purview of counselors (Gladding, 2012). Organizational changes to the ways in which counseling services fit into schools began to occur during the 1930s, and the professional role of counselors and the services they offered continued to expand during the 1940s and 1950s. The role of counseling