|
|
|
CONCURRENT SESSIONS
|
|
|
Friday,
June 1, 2007
10:15 – 11:45 AM
Download PowerPoint
|
Session 1. A Counselor-Led Statewide Initiative for College- and Work-Readiness
The Rhode Island School Counselor Association leads a statewide initiative to improve K-12 counseling programs. Foundational components include a rigorous counseling curriculum, professional development of school counselors, and collaborative partnerships with school administrator associations, state government and higher education. An Individual Learning Plan program is the primary mechanism to help students explore their future options, identify requirements for educational and career pathways, and participate in relevant learning experiences. Participants will learn about the impact of these efforts and receive a planning tool to help them design, implement, and evaluate their efforts to prepare students for college and work.
Presenters:
Belinda J. Wilkerson, Providence College, Providence, RI; Patricia Nailor, Director of Counseling, Providence School
(retired), Narragansett, RI; Karl Squier, Lincoln, RI
|
|
Friday,
June 1, 2007
10:15 – 11:45 AM
|
Session 2. Career Guidance for a Flat World
In this session, we will reflect on Thomas Friedman’s findings in his eye-opening book, “The World is Flat.” As China and India assume a much larger presence in the global economy and international workplace, what are the implications for how we provide career guidance to our nation’s students? We will consider the stark realities of a “flat” world and identify knowledge, skills, attitudes, and career goals that will be relevant to students in a reconfigured world of work— one that is outsourced, insourced, homesourced, offshored, and completely multicultural and intergenerational.
Presenter:
Christine Jensen, Seattle University, Seattle, WA
|
|
Friday,
June 1, 2007
10:15 – 11:45 AM
Download PowerPoint
Download Handout
|
Session 3. Transforming School Counseling in the Portland, Oregon Public Schools
The Education Trust and Portland Public Schools have embarked on a unique five-year project that provides training for each level of school counselors. The training integrates advocacy, leadership, and data skills into the counseling program. A central theme of the work is the importance of school counselors assuming leadership roles in building efforts to raise student achievement and close achievement gaps. An overview of this project will provide session participants the key components of the training and a model for on-going support at the building level. This session will identify specific success stories of school counselors working in this model and some challenges in trying to change the system.
Presenters::
Vicki Brooks-McNamara, Senior Consultant, The Education Trust’s National Center for Transforming School
Counseling, Portland, OR; Lynne George, Consultant, Portland Public Schools, Portland, OR; Dian Poujade,
Consultant, The Education Trust, Vancouver, WA; Suzanne Klassen, Consultant, The Education Trust, Portland, OR
|
|
Friday,
June 1, 2007
10:15 – 11:45 AM
|
Session 4. Characteristics of High School Guidance Programs that are Successful in Promoting College Entry for All Students
High school counseling programs can contribute to equity and social justice by enabling all students to pursue higher education. We studied the characteristics of 16 high school programs across the United States that received a national award for achieving exceptional outcomes in college placement for low-income students. Features that enabled success include: distributed leadership practices; effective program management; external partnerships that add social capital; college focused interventions; an achievement-oriented culture; parent academic and financial outreach programs; systemic thinking; the use of multi-level interventions; inclusive school policies; and offloading nonessential activities to free up time for innovative practice. School counselors were able to use these practices to implement collaborative programs that connected with students’ family and culture, provided essential social capital, and communicated high expectations.
Presenters:
Carey Dimmitt, John C. Carey, National Center for School Counseling Outcome Research, UMASS, Amherst, MA;
Matt Militello, UMASS, Amherst, MA; Vivian V. Lee, The College Board, Washington, DC
|
|
Friday,
June 1, 2007
10:15 – 11:45 AM
|
Session 5. “Old Think” vs. “TSC Think”: Early and Intensive K-12 Involvement for School Counseling Students
Winona State University’s involvement with TSC was the impetus for a major curriculum transformation that has influenced all of our programs. This included a change to early and intensive involvement in K-12 schools for our school counseling students. The in-school work includes identifying learning gaps and needed systemic change, as well as the gathering of data to substantiate those findings. This session will explore our “old think” vs. “TSC think” curriculum, and will present a hands-on opportunity to explore and interpret assessment data that can lead to program and systemic change.
Presenters:
Tim Hatfield, Susan Hatfield, Winona State University, Winona, MN
|
|
Friday,
June 1, 2007
1:30 – 3:00 PM
|
Session 6. Master Schedule/Bell Schedule - Change Them, Change the School
Do your master schedule and bell schedule allow enough time segments in the day so that students who need extra time in English and/or Math can get it? Are your students being told they need to give up their elective, stay after school and/or come on Saturday to receive that help?
Are people at your school satisfied or dissatisfied with the status quo? Participants will learn how to become catalysts and build enough support to create a tipping point toward a more accessible and equitable curriculum for all students. Transformed School Counselors are the much-needed facilitators for this collaborative process.
Presenter:
Delmarie Carver, California Lutheran University, Sylmar, CA
|
|
Friday,
June 1, 2007
1:30 – 3:00 PM
|
Session 7. Teaching Pre-Service Counselors to Disaggregate Data to Identify Achievement Gaps: Examining Gender and SES Factors
No Child Left Behind pushes for closing the achievement gap so all children can successfully navigate the educational system to be “college- and work-ready.” It is vital that our graduate students in school counseling be prepared to collect, analyze, and disaggregate data to demonstrate where significant educational disparities exist in order to develop appropriate school counseling program rationales and interventions. Presenters will share two research projects and results that show the impact of gender and SES on educational opportunities and academic achievement, as well as how to involve our graduate students in such action research.
Presenter:
Mary Ann Clark, Harry Daniels, University of Florida, Gainesville, FL
|
|
Friday,
June 1, 2007
1:30 – 3:00 PM
Download PowerPoint
Download Handout |
Session 8. Enhancing Intrinsic Motivation to Achieve
Parents, teachers, counselors and administrators want to know how to motivate students. Enhancing Intrinsic Motivation to Achieve provides practical strategies for teachers and school counselors. Participants will practice strategies and develop a plan to begin utilizing the strategies with their students. Participants will also benefit from learning how people and organizations change and how school counselors can employ strategies to become leaders on motivation and change within their organizations.
Presenters:
Gene Eakin, West Salem High School, Salem, OR;
Kathy Biles, Oregon State University - Cascades, Bend, OR
|
|
Friday,
June 1, 2007
1:30 – 3:00 PM
|
Session 9. Universities and School Districts Partnering to Impact Measurable Indicators of Student Academic Success
School counselors who know how to mine existing data have powerful skills to impact student achievement. Learn how to develop your school counseling program by starting with hard data and targeting the primary needs of your school. Participants will learn how to collect, analyze, and identify student data elements that affect academic success.
Presenter:
Carolyn Stone, University of North Florida, Jacksonville, FL
|
|
Friday,
June 1, 2007
1:30 – 3:00 PM
|
Session 10. Preparing School Counseling Students for Leadership in School Reform and Advocacy: Teaching Data Skills in a School Counselor Education
Program
While there is widespread consensus that school counselor education programs need to teach data skills in order to prepare students to be leaders in school reform and advocacy, these are few proven models for accomplishing this important goal. This presentation will focus on an evidence-based practice model graduate course that has been developed, implemented, and evaluated at the University of Massachusetts, Amherst. In this one-semester course, students master specified competencies in data based decision-making, use outcome research literature to identify empirically supported practices, and learn to evaluate interventions and programs. Session participants will receive a CD with all of the materials needed (e.g. syllabus, power points, exercises, assignments, projects and readings) to implement the whole course or modules of the course at their home institutions.
Presenters:
John C. Carey, Carey Dimmitt, Ian Martin, National Center for School Counseling Outcome Research, UMASS,
Amherst, MA.
|
|
Friday,
June 1, 2007
3:15 – 4:45 PM
Download PowerPoint
Download Handout |
Session 11. The Counselor/Administrator Team: Moving Beyond Role Confusion Towards Student Achievement
Role identification and confusion is at the heart of why school counselors are under-utilized. In an era of accountability, school administrators are expected to increase student achievement regardless of whether their demographics are changing or their resources are adequate. But many of those administering are not sure how counselors can help. Presenters will share pre-service training models that help clarify roles and build administrator/counselor collaboration and PK-12 case examples.
Presenter:
Bradley Vance Balch, Tonya Balch , Indiana State University, Terre Haute, IN
|
|
Friday,
June 1, 2007
3:15 – 4:45 PM
|
Session 12. Igniting the Transformative Spirit: Making Leadership and Systems Change Seem Possible to Counseling Trainees in Their 20’s
Counseling trainees are not always confident about tackling the challenges of leadership within school systems, particularly if they are young and relatively inexperienced as practitioners. This presentation considers students’ questions and challenges and how we responded by creating teaching strategies that attempt to ignite both confidence and enthusiasm in new school counselors for the rigor of systems change and for the possibilities of finding a sustainable leadership style. Presenters will share success stories and ongoing challenges, and attendees will participate in discussion and apply learned ideas to their own work.
Presenters:
Karen L. Mackie, University of Rochester, Warner Graduate School, Rochester, NY; Barbara Chambers-Ekpo, East
High School, Rochester, NY
|
|
Friday,
June 1, 2007
3:15 – 4:45 PM
|
Session 13. Connecting School Counselors to School Improvement
If all students have access to the rigorous academic opportunities that prepare them for college and career, it will require big changes in the way the way whole systems do business a systemic effort. Counselors play a key role in helping that happen. Learn about one district’s process of using data and action planning to create successful advocacy projects that helped counselors take the lead in identifying and removing achievement barriers in the system. Hear about the exciting results of an aggressive effort of counselors to impact student achievement, improve equity of opportunity to underrepresented subgroups, and ultimately affect key student indicators that lead to accelerated learning.
Presenters:
Jennifer Frentress, Gwen Ashcroft, Marquita Guzman, Forest Grove School District, Forest Grove, OR; Shirley Pate,
Joseph Gale Elementary, Forest Grove, OR; Robin Morgan, Neil Armstrong Middle School, Forest Grove, OR
|
|
Friday,
June 1, 2007
3:15 – 4:45 PM
|
Session 14. Academic Support Programs for Promoting High Academic Achievement Among Minority and Poor Students: “Learning to Learn” Skills and Teacher Dialogue Groups
This program is designed to present two academic support programs that school counselors can implement in K-12 schools to improve teaching and increase learning and achievement among students of color and low SES backgrounds. The program teaches critical learning skills including goal-setting, time management, listening skills, mind-mapping, textbook-reading, memorization skills, learning modalities, note-taking, and report-writing. The program also presents a small group model for facilitating teachers’ reflection on their own lessons and teaching style. The presentation includes rubrics for examining lesson plans and organizing activities and practices for promoting high-level performance among students. School counselors are ideally suited to use their group facilitation skills to conduct sessions with teachers and students. Evaluation strategies and sample evaluations of program impact will be included.
Presenters:
Charlie Hanson, California State University, Northridge, CA; Nancy Hanson, Santa Monica Community College,
Santa Monica, CA
|
|
Friday,
June 1, 2007
3:15 – 4:45 PM
|
Session 15. Developing Transformed School Counselors: Impacts of a Graduate Class on Trainee Readiness
This program will present the statistically significant, positive results of a study designed to investigate the impacts of a graduate-level school counseling class on trainees’ readiness to develop and implement comprehensive school counseling programs in K-12 schools. Pre-/post test measures indicate significant changes among trainees in terms of their perceived readiness to utilize leadership, advocacy, and data-informed decision-making skills. The presentation will include an overview of this innovative case-study approach to school counselor training, and a discussion of the possibilities for applying different components of the class and case study approach to other counselor education training programs.
Presenter:
Kevin Wilkerson, LeeAnn Eschbach, University of Scranton, Scranton, PA
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
|
Session 16. Closing the Opportunity Gap: Rigorous Coursework for All in High School
Concern over the lack of rigor in the high school curriculum is gaining serious momentum. This momentum, combined with the demands of the marketplace, makes the new mandate for high schools abundantly clear: We must prepare our students by the end of high school to succeed in the workforce and in college. Research uniformly shows that preparing young people for work and for college in today’s high-level economy demands exactly the same preparation —the same skills and the same courses, taught with the same rigor. The Education Trust-West is on the ground in several districts in California developing practice tools that, as part of a comprehensive high school reform toolkit, can accelerate the progress of states and districts in transforming high schools into 21st century institutions that graduate all students college- and work-ready. This presentation will highlight not only the need for increased rigor in California’s high school curriculum, and some of the things learned about how to get there, but also some of the challenges facing administrators, teachers, parents, and students as they rise to the challenge of implementing equal access to high quality postsecondary options for all students.
Presenter:
Linda Murray, Superintendent in Residence, Education Trust-West, Oakland, CA
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
|
Session 17. Collaborating with The Muslim Community to Support Student Achievement
In five years, Jackson Middle School’s percentage of students of color has gone from less than 7 percent to 25 percent. The vast majority of students in this group are Muslim immigrants and refugees. A collaboration among parents, the Mosque, community organizations, social service agencies, and our school has provided our students a strong support network that has fostered both academic growth and acculturation to their new surroundings.
Presenter:
Barbara G. Mutnick, Jill Sage, Sarah Greenstein, Jackson Middle School, Portland, OR
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
|
Session 18. Measuring Work/College Readiness: Internship Assignments that Reflect Assessment/Use of Data as a School Counseling Program Standard
At Ohio State University every school counseling intern student is required to complete an outcome research project. This session will discuss the implementation of the program standard and present examples of student assignments. The presentation will focus on one student’s investigation of the career maturity of high school students and the impact of a school counseling intervention on career maturity. Participants also will learn about free tools school counseling interns can use to evaluate school counseling interventions, including free online assessments and standardized assessments that can be used to measure proxy variables for academic achievement.
Presenters:
Chris Wood, Lisa Hinkleman, Sibyl Cato, Justin Fields, Beth Camp, The Ohio State University, Columbus, OH
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
|
Session 19. Successful Academic Transitions for All Students
“College-going cultures” within schools do not just occur; there must be planning and aggressive culture building. School counselors play the roles of leaders in developing this culture with faculty and students. Developing successful transition programs for all students at all levels can increase the acceptance of a “College going culture” at individual sites as well as district-wide. This workshop will give participants a plan to use when they return to their district to help students transition from one level to the next and be successful in a rigorous curriculum.
Presenters:
Jolynn Horn, OK State Regents for Higher Education, Oklahoma City, OK
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
Download PowerPoint |
Session 20. Difficult Conversations: Using Referral Data to Begin the Journey…
This presentation will explore data on inequities in discipline referral rates for minority high school students. The data reflect a much higher referral rate for African-Americans as compared with other minority groups. This session will explore the reasons why this discrepancy occurs, specifically at Benson Polytechnic High School in Portland, Oregon. We also will formulate a series of provocative questions that will stimulate discussion centered on all-staff professional development needs as a system-wide commitment to affecting a change for students at Benson. The goal of this session is to consider ways to make discipline referral rates better match ethnic student population.
Presenters:
Jolynn Horn, OK State Regents for Higher Education, Oklahoma City, OK
|
|
Saturday,
June 2, 2007
10:15 – 11:45 AM
Download PowerPoint
|
Session 21. Pennsylvania’s Project 720 Influencing Changes in School Counselor Program Approval Standards for Counselor Education Programs
This session will help participants better understand the process of incorporating TSC standards into state standards for college/university school counselor education programs. Presenters will share a brief overview of Project 720 and its objectives and the integral ways that school counselors are
assisting with an innovative, state-level approach to future training of school counselors to provide advocacy, leadership, collaboration, and systemic change.
Presenters:
Joseph F. Maola, Duquesne University, Pittsburgh, PA;
Judy Bookhamer, Pennsylvania School Counselor’s
Association, McKeesport, PA; Kevin Wilkerson, University of Scranton, Scranton, PA
|
|
Saturday,
June 2, 2007
1:15 – 2:45 PM
Download PowerPoint |
| |