Through program management school counselors incorporate organizational tools to help reach the needs of the school (ASCA). According to ASCA National Model counselors are recommended to use 80 percent of their time directly and indirectly providing services to students (ASCA). The counselors at Wilson High School have gone through 3 different principals within a 10-year time frame. With each principal, there have come different obstacles and challenges, which have sometimes favored the role a school counselor and some that, have worked against the expectations and roles of a counselor. During the interview with Michele Mabrie concerns for this school year has put time spent directly working with students on high alert. Michele Mabrie discussed
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The delivery model is based on the school counseling core curriculum, individual student planning, responsive services and indirect student services (ASCA). Through the school counseling core curriculum, Wilson school counselors do not have a concrete and direct curriculum, which they follow. Wilson was one of six schools to pilot a program known as California College Guidance Initiative (CCGI), which implements college career lessons into English, Science, and History classes. This has provided a more structured curriculum provided to students. CCGI has gave way for counselors to provide structured lesson plans the help students gain the necessary skills and knowledge about life after high school for each developmental high school level. The counselors at Wilson are able to present information regarding high school and college credits in all freshman, sophomore, junior, and senior classes. Along with class presentations within the underclassmen classes, counselors collaboratively work with English and Civics/Econ teachers to deliver a variety of presentations, including FASFA, Community Colleges, and four year …show more content…
I have learned two different perspectives, one from the professors at La Verne which have provided valuable insight driven on data and focusing on the ASCA National Standards, along with implementing in-depth counseling program assessments. Another is gaining insight through fieldwork hours which have showcased a focus on diligently working to meet the needs of a counselor’s caseload of over 500 students while educating administration and district about what the role and expectations of a school counselor is. Although there are districts, which professors at La Verne work at, that understand how effective a comprehensive school guidance and counseling program is, there are also districts that effectively meet the needs of their students, successfully. Through this audit, I found the need for both sides, one with data driven and standards that can help guide counselors and administration with implementing new programs, another with being flexible and adaptable to any changes made my districts or administration. Counselors at Wilson must be able to provide support to administration while continuing to educate staff about what school counselors are there for. Although I do not see Wilson’s counseling program align with the National Standards, I
The delivery model is based on the school counseling core curriculum, individual student planning, responsive services and indirect student services (ASCA). Through the school counseling core curriculum, Wilson school counselors do not have a concrete and direct curriculum, which they follow. Wilson was one of six schools to pilot a program known as California College Guidance Initiative (CCGI), which implements college career lessons into English, Science, and History classes. This has provided a more structured curriculum provided to students. CCGI has gave way for counselors to provide structured lesson plans the help students gain the necessary skills and knowledge about life after high school for each developmental high school level. The counselors at Wilson are able to present information regarding high school and college credits in all freshman, sophomore, junior, and senior classes. Along with class presentations within the underclassmen classes, counselors collaboratively work with English and Civics/Econ teachers to deliver a variety of presentations, including FASFA, Community Colleges, and four year …show more content…
I have learned two different perspectives, one from the professors at La Verne which have provided valuable insight driven on data and focusing on the ASCA National Standards, along with implementing in-depth counseling program assessments. Another is gaining insight through fieldwork hours which have showcased a focus on diligently working to meet the needs of a counselor’s caseload of over 500 students while educating administration and district about what the role and expectations of a school counselor is. Although there are districts, which professors at La Verne work at, that understand how effective a comprehensive school guidance and counseling program is, there are also districts that effectively meet the needs of their students, successfully. Through this audit, I found the need for both sides, one with data driven and standards that can help guide counselors and administration with implementing new programs, another with being flexible and adaptable to any changes made my districts or administration. Counselors at Wilson must be able to provide support to administration while continuing to educate staff about what school counselors are there for. Although I do not see Wilson’s counseling program align with the National Standards, I