Management

● Use of time
○ Direct/indirect services

Overview of
○ Time Assessment
○ Tools for Planning: Calendar,
Action Plans, Lesson Plan

Themes,
● Data
○ School Counseling Program

Components, and
Assessment
○ School Data Profile
○ Program results data: Process

Tools
data, perception data, outcome
data
● Support & Buy-in
○ Annual Agreement
○ Advisory council
Use of time
Direct/Indirect Services
❖ Direct
➢ In-person
➢ Individual student planning
➢ Responsive services
➢ Knowledge, attitudes, skills in school
counseling core curriculum
❖ Indirect
➢ On behalf of the students
➢ Interactions with others
➢ Leadership
➢ Advocacy
➢ Collaboration
➢ Enhance student achievement, promote
systemic change (equity, access)
Time assessment
❖ Appropriate Activities
➢ Direct student planning
➢ Indirect student support
➢ Collaborating with teachers, principal
➢ Providing individual, small group counseling
➢ Providing counseling to tardy, absent
❖ Inappropriate Activities
➢ Sending students home
➢ Signing student forms
➢ Computing GPA
➢ Providing therapy
➢ Clerical records
DELIVERY: 80%
Use of Time: Tools for Planning
Calendar
● Inform students, parents, teachers, and
administrators
● “Complete, timely, and visually
appealing”
● Annual Calendar: program priorities
● Weekly Calendars: flexible but includes
daily program implementation
Action Plans
Design, documentation, implementation
● Curriculum Action Plan
● Small-group Action Plan
● Closing-the-Gap Action Plan
Lesson Plan for Classroom
Lessons
● ASCA Student Standards
● Learning Objectives
● Materials
● Procedure
● Plan for Evaluation: Process, perception,
outcome data
● Follow-up
Data
● School Data Profile: achievement
● School Counseling Program and behavioral data
Assessment: “Baseline” ○ Short term vs. Long term
● Focus of Data: Student achievement, ● Program Results
attendance, and behavior ○ Process Data
● Guides action/lesson plans ■ “What did you do for
● Disaggregating data: separating data whom?”
by groups to identify groups that may ○ Perception Data
not be performing as well as others ■ “What do people think
○ Ex. gender, race, teacher, they know, believe, or
language can do?”
○ Outcome Data
■ “So what?”
Cultivating Buy-in & Support
Annual Agreement Advisory Council

❖ Organization and Focus of CSCP ❖ Representative group of stakeholders

❖ School Counselor and Administrator ❖ Meet at least twice a year
➢ Use use-of-time assessment ➢ Advising, reviewing, recommendations,
➢ Non-school counseling duties brought up advocating
❖ In the first month of school or as early as ❖ Consider:
possible ➢ Goals and objectives
➢ Representation
➢ Size (8 to 20)
➢ Diverse group of stakeholders
On-going process to
ensure
● Use of time
○ Direct/indirect services
○ Time Assessment
○ Tools for Planning: Calendar,
Action Plans, Lesson Plan

Leadership
● Data
○ School Counseling Program
Assessment

Advocacy
○ School Data Profile
○ Program results data: Process
data, perception data, outcome

Collaboration
data
● Support & Buy-in

Systemic Change
○ Annual Agreement
○ Advisory council