Scribd
Upload
171 views3 pages

Scpis Survey Results

The counseling program at Shorecrest High School has a lot of strengths. There is no written mission statement for the department. Counselors have a hard time getting into classrooms to complete guidance lessons.

Uploaded by

api-220395940
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
171 views3 pages

Scpis Survey Results

The counseling program at Shorecrest High School has a lot of strengths. There is no written mission statement for the department. Counselors have a hard time getting into classrooms to complete guidance lessons.

Uploaded by

api-220395940
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Conclusions from SCPIS.

The school counseling program is well organized and targets populations so that every student in the school has access to the academic and responsive services that it provides. There are some gaps in the program, but theses gaps can be seen as a function of the system within the school rather than any lacking commitment to students or to being aligned with the ASCA National Model. Gaps in the Program. According to the SCPIS, there are gaps in the counseling program at Shorecrest High School. There is no written mission statement for the department, although there are mission and vision statements for the school that the counseling department has taken part in writing. Currently, needs assessments are not formally given by the counseling department and data is not formally utilized to drive the programs being offered by the department. Although involved through committee, the counseling department is not driving the interventions being offered by the school to increase academic achievement. Guidance promoting the personal/social aspects of high school is not offered through classroom lessons. Additionally, counselors do not solicit formal feedback from parents and students about their program. As earlier mentioned, these gaps in the program are more a function of the systems in place at the school than they are any lack on the part of the counseling department to work to serve all students in a systemic manner. The counselors have a lot of data at their fingertips through the use of the Skyward and Data Dashboard system. The counselors do use data from the Dashboard system, yet the more up-to-date Skyward system is not easy to navigate. Although the district does have a point person when it comes to data, the counselors have a hard time gaining access to his time. Similarly, counselors have a difficult time getting into classrooms to complete guidance lessons.

The whole school is currently engaged in a discussion about adding the Advisory period as a way to more systemically deliver guidance lesson and interventions to students. Program Strengths. The counseling program at Shorecrest has a lot of strengths. Services offered are well organized so that everyone receives the academic and career development guidance that the counselors provide. The program offered by the counseling staff is particularly strong in the arena of preparing students for college through testing, advising, long-term planning, and career development. The counseling staff is very adept at crisis counseling and referral to outside services. The school counselors have a strong contract that allows their job to match the job description given. This has been already an area of concern for counselors this year as they see some of their extra pay being whittled away by the district; it is likely to become a bargaining issue in the next bargaining session. More than 80% of what the counseling staff does is in direct benefit to students. Professional development is emphasized in the district and counselor benefit from this strong tradition. Recommendations. If I were in the place to make recommendations to the counseling department I would focus on what counselors could do to be more visible with all the great things that this department does. I think that in order to make their program more imbedded with the daily procedures in the school, the counselors should be vocal in the movement toward the Advisory model. I think that this is a very real possibility given the district mandate that the counselors implement a Career and College Framework at all grade levels. Counselors could do a lot of their work with students more systemically and visibly in addition to the added access they could use to do guidance units. With the visibility that this model would give them, I think the

counselors will be more posed to fight for the type of systemic interventions that they know are needed in the school. Sharing Results. Upon sharing the results of this SCPIS, my site supervisor was not too surprised about the gaps and strengths identified. She recognized that there is a definite need for more formal assessments and general use of data to plan interventions. Her feedback is that the counseling department seems to be somewhat locked out of this because the district focus on data collection has not put the counselors in any sort of leadership role with this. Also, on a district level, the focus has been on teachers identifying the data and planning the interventions. Of course, there is the age-old battle that counselors face when they try to get time in the classroom. She agreed that the Advisory model would help with this issue. Similarly, my supervisor agreed with me that visibility is an issue and that the Advisory model would help with that. We agreed that my use of formal data and Needs Assessment would be a good way to gain knowledge and experience with this style of intervention while also gaining much needed data about the achievement gap and minority issues at the school.

You might also like