Four areas of focus taken from "College and Career Readiness School Counseling Program Model Second Edition"
The Plan for College and Career Readiness process is a systemic approach to individual student planning in which school counselors coordinate ongoing activities to help students establish personal goals and develop future plans. School counselors help students make successful transitions from grade level to grade level, set future goals which include selecting college and career pathways, and establish career literacy. Career literacy is the basic knowledge and skills that students need to navigate the future work environment. The process of planning for college and career readiness and developing 26 Chapter 4: SYSTEMIC PRACTICE career literacy can be accomplished by gathering information on student interests, identifying strengths, and helping students overcome barriers. School counselors who establish a systemic approach for the school counseling program build an environment where all students have equitable access to all school programs, can achieve, and attain their goals. Reflect back to figure 2.1 as a visual to what a systemic approach to student planning might look like for your students. The student college and career ready planning process is implemented through strategies such as the following: ] Transitions planning: School counselors work with students in transitioning from one educational program to another, from one school to another, or from school to work and also support students in next step planning. This can be done through gathering information, overcoming barriers, and establishing necessary conditions to maximize student achievement. ] Individual or small-group review: School counselors work with students, analyzing and evaluating students’ abilities, interests, skills and achievement. Test information and other data are often used as the basis for helping students develop immediate and long-range plans. Consistent with district policy, counselors should meet with students yearly to develop and revise students’ academic plans. School counselors collaborate with special educators to hold the IEP meeting with a Plan for College and Career Readiness meeting so that the student, parent(s), teachers and school counselor all contribute together in behalf of the student. ] Individual or small-group advisement: School counselors advise students using social/ emotional, educational, career and labor market information in planning college and career readiness goals. The involvement of students, parents or guardians and the school in planning students’ programs that meet their needs is critical. ] Parent/student meetings: Counselors will meet with students and their parents/ guardians consistent with state or local district policy. Conferences are held to evaluate goals resulting from individual review and advisement with all students.
In systemic practice, teacher, administrator, and school counselor collaboration is essential. The collaboration and integration of content require school counselors to become familiar with the academic curriculum and the sequence of the curriculum being taught throughout the school. School counselors must know concepts across academic disciplines, such as critical thinking and problem solving. In systemic practice, school counselors support teachers with the distribution of knowledge and skills in areas where counseling expertise can enhance student academic learning and development (Lee & Goodnough, 2014). This is Collaborative Classroom Instruction. Collaborative Classroom Instruction consists of a written instructional program that is comprehensive in scope, preventative, proactive, and developmental in design. Aligning instruction to the content standards ensures that students acquire competencies that are integrated and cross-curricular in nature, meaning that they are fully woven into the context of the core curriculum whenever possible. It includes structured lesson plans intended to help students attain mindsets and competencies in these four areas: Chapter 4: SYSTEMIC PRACTICE 31 ACADEMIC AND LEARNING DEVELOPMENT ] Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. ] Students will complete school with the attitudes and abilities to be successful in college or career. ] Students will understand the relationship of academics to the world of work and to life at home and in the community. LIFE AND CAREER DEVELOPMENT ] Using knowledge of self, students will investigate the world of work and make informed college and career decisions. ] Students will be successful in employing strategies to achieve future college and career goals. ] Students will understand the relationship between personal qualities, academic achievement, and dedication to the success in college and career. MULTICULTURAL AND GLOBAL CITIZENSHIP DEVELOPMENT ] Students will demonstrate a deep regard for self and others. ] Students will demonstrate a personal commitment to basic democratic principles. ] Students will demonstrate a civil and considerate spirit while participating in society. SOCIAL AND EMOTIONAL DEVELOPMENT ] Students will acquire the knowledge, attitudes, and interpersonal skills to better understand and respect self and others. ] Students will make decisions, set goals, and take the necessary action to achieve their academic and life goals. ] Students will understand safety and individual survival skills. Counseling teams meet to review data in order to determine which competencies and mindsets should be covered at each grade level to meet student needs based on data gaps and the goals of the school improvement plan. In addition, counselors collaborate with their feeder schools to develop a scope and sequence for the Collaborative Classroom Instruction. The scope and sequence of instruction, whether developmental or academic, can be outlined using a school counseling program curriculum delivery survey for teachers. Collaborative classroom instruction is delivered through such strategies as: ] Classroom instruction: School counselors provide instruction, team teach or assist with learning activities or units in classrooms, the career center, or other school 32 Chapter 4: SYSTEMIC PRACTICE facilities. A variety of engaging strategies are employed to reach students with diverse learning styles and needs. ] Parent workshops and instruction: School counselors conduct workshops and informational sessions for parents and/or guardians to address the needs of the school community and support Collaborative Classroom Instruction. With parent involvement, students are more engaged in learning and feel connected to school. ] Interdisciplinary curriculum development: School counselors participate on interdisciplinary teams to develop and refine the curriculum in content areas. These teams develop a Collaborative Classroom Instruction that integrates with the subject matter. Aligning the curriculum to the content standards ensures that students acquire integrated, cross-curricular competencies, meaning that they are fully woven into the context of core curriculum whenever possible.
It is sometimes difficult to affect change in the educational system because of traditional approaches and vested interests. A systemic approach involves continuous investigation of practices and data-driven identification of improvement areas that expand student supports. The removal of organizational barriers provides a system-wide structure that supports change. School counselors promote student engagement, which is vital to dropout prevention. The systemic approach to dropout prevention is a K–12 pedagogy; this factor also highlights why elementary school counselors are so critical. All services for students are responsive services. However, the systemic approach to dropout prevention in the school counseling program consists of activities to meet student needs and concerns. These needs or concerns require counseling, consultation, and referral. School counselors offer a range of services along the continuum from early intervention to crisis response in order to meet student needs. Although school counselors have special training and skills to respond to school-based mental services, more intense interventions are sometimes needed for student supports and wrap around services. This makes the consultation and referral process essential to student advocacy. Another component of systemic practice to strengthen dropout prevention includes school counselors in consultation with parents or guardians, school personnel, and other identified parties to develop plans and strategies for facilitating student supports. The systemic practice of school counselors incorporates individual and group counseling, crisis management, and suicide prevention. Counselors use the following methods to provide student services: COLLABORATION: Professional school counselors consult and partner with teachers, staff members and parents or guardians regularly to provide information, support the school community, receive feedback on the emerging needs of students, and to address those needs. INDIVIDUAL AND SMALL-GROUP COUNSELING: Counseling is provided on a small group or individual basis for students expressing difficulties dealing with relationships, personal concerns, or normal developmental tasks which impedes student success. Individual and small-group counseling helps students identify problems, causes, alternatives and possible consequences or appropriate action. Such counseling is short-term in nature. School counselors do not provide ongoing therapy. When necessary, referrals are made to appropriate community resources. REFERRAL RESOURCES: Professional school counselors compile referral resources to utilize with students, staff, and families to effectively address issues. Professional school counselors make referrals to appropriate professionals when necessary. These referral sources may include mental health agencies, employment and training programs, vocational rehabilitation, disability resource centers, juvenile services, and other social and community services. CRISIS COUNSELING: Crisis counseling provides prevention, intervention and postvention services. Counseling and support are provided to students and families facing emergency situations. Such counseling is short-term and temporary in nature. When necessary, referrals are made to appropriate community resources. School counselors provide a leadership role in the district’s crisis intervention team process. Written procedures are followed in crisis situations.
Systemic practice consists of management activities that establish, maintain, and enhance the total school counseling program. School counselors use their leadership and advocacy skills to promote systemic change by contributing in the following areas using a minimum of counselor time: professional development; consultation and referrals; collaboration, outreach, and advocacy; program management and operations; technology use; and professional development.