Florida's School Counseling Framework - Florida Department of ...

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Chapter 1 Challenges Faced by School Counselors School counselors’ duties should be focused on the overall delivery of the program through student development curriculum, individual student planning, and responsive services. Table 1 compares two similar types of activities for school counselors and can be used to educate others about the recommended program activities. A challenge facing some counselors involves the increasingly diverse student populations in Florida schools. While the changing demographics have been addressed in school settings, current practices in providing counseling services may not represent the best approaches for students and their families. As part of their professional development, school counselors should update their skills and knowledge to include multicultural counseling. While some progress has been noted in addressing multiculturalism within schools, statistics continue to show gaps in academic achievement along racial and ethnic lines as well as differences in those individuals who seek counseling services. Research shows that counselors who are using a proactive school counseling model access data to discover groups of students by race or ethnicity and with similar barriers to success, such as chronic absenteeism, poor grades, or behavior problems. Counselors can disaggregate data in areas such as course enrollments, promotion/ retention, and test scores by race, to determine the gaps. Many districts have used the process called MEASURE, defined in chapter 6, to identify critical data elements from the school improvement plan and to document their interventions, show collaboration within the school, and provide data to show evidence of their success. ◊ Counselors are being asked to show data that demonstrates positive student outcomes connected to the school improvement plan and the district mission. While the use of data has become an integral part of a counselor’s job, many counselors have limited technology skills and only use their computers for basic duties such as ◊ ◊ ◊ ◊ recordkeeping, scheduling, and word processing. Most counselors express an interest in learning how to find data, disaggregate the data, and create graphs and reports. It is important that counselors advocate for themselves so they can obtain the skills necessary to meet the changing needs of their students and become more accountable for their programs. Research also shows that counselors who do not organize the work according to a school counseling model are typically reactive and counsel students with emotional or personal problems who are referred by teachers, parents, other staff members, or self referred. Every day, school counselors face ethical and legal challenges, ranging from confidentiality issues to records maintenance, from duty of care to sexual harassment issues. As a guide, ASCA provides Ethical Standards for School Counselors to help counselors meet some of these legal and ethical challenges. See Appendix D. School counselors develop confidential relationships with students to help them resolve or cope with problems and developmental concerns and, therefore, become involved with confidentiality issues. Counselors protect the confidentiality of student records and only release personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. Counselors keep information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors should consult with appropriate professionals when in doubt as to the validity of an exception. It is important that counselors have a thorough knowledge of state and federal laws, policies, and ethical standards as they provide services to students and families. * * Adapted from American School Counselor Association: Retrieved from www.schoolcounselor.org 8
Appropriate Activities for School Counselors Inappropriate Activities for School Counselors Providing individual student academic program planning Interpreting cognitive, aptitude and achievement tests Counseling students who are tardy or absent Coordinating registration and scheduling of all new students Coordinating or administering cognitive, aptitude, and achievement tests Responsibility for signing excuses for students who are tardy or absent Counseling students who have disciplinary problems Performing disciplinary actions Counseling students as to appropriate school dress Collaborating with teachers to present student development curriculum lessons Analyzing grade-point averages in relationship to achievement Sending students home who are not appropriately dressed Teaching classes when teachers are absent Computing grade-point averages Interpreting student records Maintaining student records Ensuring that student records are maintained per state and federal regulations Assisting the school principal with identifying and resolving student issues, needs, and problems Working with students to provide small and large group counseling services Advocating for students at individual educational plan meetings, student study teams, and school attendance review boards Providing clerical record keeping Assisting with duties in the principal’s office Providing or reviewing disaggregated data analysis Performing data entry Table 1 * Working with one student at a time in a therapeutic, clinical mode Assisting with preparation of individual educational plans, student study teams, and school attendance review board * Adapted from Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The ASCA national standards for school counseling programs. Alexandria, VA: American School Counselor Association. 9 Chapter 1
Page 1 and 2: Florida Department of Education •
Page 3 and 4: Florida’ s School Counseling Fram
Page 5 and 6: Table of Contents Acknowledgements
Page 7: A special thank you to Zelda Rogers
Page 10 and 11: Comprehensive School Counseling Pro
Page 13 and 14: 1 Student Learning: The Goal of Sch
Page 15: What Do School Counselors Do? Schoo
Page 19: Bright Beginnings Initiative Althou
Page 22 and 23: Chapter 2 Foundation 1. 2. 3. Missi
Page 25 and 26: 3 Foundation The Foundation section
Page 27 and 28: Statewide Program Consistency: Stan
Page 29 and 30: 4 Planning and management strategie
Page 31 and 32: Staff Standard Six: Program Resourc
Page 33 and 34: Teachers also find the resources in
Page 35 and 36: Standard Nine: Curriculum 5 A stude
Page 37 and 38: Standard Eleven: Responsive Service
Page 39 and 40: Advisory Councils: School counselor
Page 41 and 42: 6 Accountability Increasingly, scho
Page 43 and 44: ◊ Standardized test scores (FCAT,
Page 45 and 46: about the contributions of the prog
Page 47 and 48: Standard Fifteen: School Counselor
Page 49 and 50: 7 Developing or Revising Your Distr
Page 51 and 52: ORGANIZE Form committees. program.
Page 53 and 54: in developing and implementing the
Page 55: Impact of the School Counseling Pro
Page 58 and 59: Chapter 8 Standard: Grades PreK-12
Page 60 and 61: Chapter 8 Standard: Grades PreK-12
Page 62 and 63: Chapter 8 Grades PreK-12 Standards,
Page 64 and 65: Chapter 8 Grades PreK-12 Standards,
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Chapter 8 Standard: Grades PreK-12
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Chapter 8 Grades PreK-12 Standards,
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Chapter 8 Competency: Sample Indica
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Chapter 8 Grades PreK-12 Standards,
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Chapter 9 Response to intervention
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10 Students with Special Needs Who
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◊ School counselors work closely
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current and emerging effective inst
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Appendix A: References Many state m
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Appendix Disaggregated Data: Inform
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Appendix C: Benefits of Comprehensi
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Appendix D: Ethical Standards for S
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an understanding of the legal and i
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e. f. g. Monitors the use of assess
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D. Responsibilities to the School a
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F.2. Contribution to the Profession
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Florida’s Academic Counseling and
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Financial Aid - Fastweb www.fastweb
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Accommodations Special Needs Resour
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Florida Course Descriptions ◊ ◊
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Annual Guidance Action Plan & Agree
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111 Sample Guidance Curriculum Resu
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12. I want the counselor to provide
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STEP ONE: MISSION Mission Connect y
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STEP FIVE: RESULTS Results: Restate
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Faces Behind the Data - Anecdotal O
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123 Standard Foundation 1. Mission
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125 Standard 12. Systems Support -
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Standard 3: The school counselor im
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Standard 11: The school counselor c
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Secondary School Counselor Program
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Your grade this year________ Your s
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Florida Depar tment of Education
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