Texas Model Flashcards
What is the Rationale for the Texas Model?
It reflects the characteristics of high performing counseling programs for a positive impact on the overall academic achievement of students, their attendance and behavior as well as the overall school climate.
What are the ten basic responsibilities of school counselors per the Texas Model?
*Program Management
*Guidance
*Counseling
*Consultation
*Coordination
*Student Assessment
*Advocacy
*Leadership
*Professional Behavior
*Professional Standards
What are the Responsibility Domains?
- Program Managemen
- Guidance
- Counseling
- Consultation
- Coordination
- Student Assessment
- Leadership
- Advocacy
- Professional Behavior
- Professional Standards
Seven Standards of the Program Management Domain
Plan, Implement, Collect and analyze data, promote balance provision based on need, manage resources, collaborate with all stakeholders, gather and analyze data collaboratively for continuous evaluation
Counselor to student ratio
ASCA: 1:250
TCA, TASSP, TEP and SA: 1:350
Program Implementation Cycel
Organizing
Planning
Designing
Implementing
Evaluating
Organizing (Program Implementation Cycle)
Commit to action
Identify leadership for program improvement efforts
Planning (Program Implementation Cycle)
Adopt the comprehensive school counseling program model and program development process to be used
Assess the current program
Designing (Program Implementation Cycle)
*Establish the desired program results
*Publish the program framework
*Plan Transition to the desired program
*Develop and implement a master plan for the implementation changes
Implementing (Program Implementation Cycle)
Make program improvements
Make appropriate use of school counselor competencies
Evaluating (Program Implementation Cycle)
Evaluate CSCP
What pages on Texas Model define Program Implementation Cycle?
36 - 43
Read them!
Foundation Components
(pp 47 - 72)
Mission Statement
Program Definition
Program Rationale
Program Assumptions
Program and Staff Development
Program Goals
Desired School Counseling Program Design priorities
Program Evaluation
Student Competencies (under Foundation)
Intrapersonal effectiveness
Interpersonal effectiveness
Personal Health and Safety
Post Secondary Education and Career Readiness
School Counselor competencies (under Foundation)
Program Management
Guidance
Counseling
Consultation
Coordination
Student Assessment
Leadership
Advocacy
Professional Behavior
Professional Standards
School Counselor Use Of Time Element (under Foundation)
Guidance Curriculum
Individual Planning
Responsive Services
System Support
Program evaluation (under Foundation)
Reexamine Data Points
Perception Surveys
Program Audit
Perception surveys under program evaluation - Foundation)
By administering pre-tests and post-tests before and after significant school counseling activities, the counselor can assess teh effect of program activities directly from program clients. These surveys can serve as formative assessments related to greater needs assessment efforts that may be conducted only once a year.
Four Service Delivery Components
Guidance Curriculum
Responsive Services
Individual Planning
System Support
Guidance Curriculum (under Four delivery components)
Purpose is to teacher students how to develop transferrable skill
It is taught in units in the classroom through differentiated developmental learning activities with planned lessons for various sized group of students.
Responsive Services (Four delivery)
Purpose is to INTERVENE on behalf of students whose personal concerns or circumstances put their continued educational, career, personal and social development at risk
Based on level of need responsive services may be preventive, remedial or crisis oriented
Individual Planning (Four Service)
Purpose is to guide students as they plan, monitor and manage their development
Provide parents and guardians information on postsecondary options
System Support
Purpose is to identify and coordinate resources and activities on campus and in community to benefit students
Purpose is to assess student and campus data to support effective school counseling programs.
Four Delivery components as a tiered model
Tier One - All students receive access to address intra and inter personal effectiveness, health and safety as well as postsecondary readiness
Tier Two - Direct and intentional through guidance, small group and individual planning
Tier Three - Students who require specialized counseling interventions (preventative, remedial, crisis) and not necessary pertinent to entire student population.
Tier Four - Individual services to a specific student until student requires outside referral.
Guidance and Individual Planning
Apparent in Tier 1 and Tier 2
Responsive Services
Apparent in Tier 3 & 4 where specific needs are greatly determined.
Pyramid for Comprehensive and Direct Services
Bottom (Tier one) Guidance
Above (Tier Two) Intentional and specific - guidance, small group, and individual planning
Above that (Tier Three) Small Group and individual support
Top (Tier 4) Specialized interventions
(see page 82)
Guidance Curriculum topics
Cultural appreciation
Next Year registration
career, college, tech or trade pathways
personal boundaries
decision-making skills
relationships
effective communication skills
forms of bullying
self-esteem and body image
motivation
sex and the law
Roles in guidance
school counselor
teacher
parent
administrator
COLLABORATIVE!
Noncounseling Duties four categories
student supervision; instruction; administrative; clerical
Elementary School Program Balance
35 - 45% Guidance
30 - 40% Responsive Services
5 - 10% Individual Planning
Middle School Program Balance
35 - 40% Guidance
30 - 40% Responsive
15 - 25% Individual Planning
10 - 15% System Support
High School Program Balance
15 - 25% Guidance
25-35% Responsive
25 - 35% Individual Planning
15 - 20% System Support
Content area: Intrapersonal effectiveness
(executive functioning skills)
Decision-making
Student develop a Plan of action
Students engage in goal setting
Effective problem-solving
Content area: intrapersonal effectiveness (behave appropriately to the situation and environment
Behave responsibly
Take responsibility for actions
Develop self-management skills
Content area: intrapersonal
appropriate communication
know that communication involves speaking, listening and nonverbal behavior
Effectively express themselves
Use communication skills and ask for help when needed
Intrapersonal- content area:
personal boundaries; rights and needs of others
Understand the need for personal boundaries
Understand individual rights and privacy of others
Interpersonal - conflict resolution
Students will develop and use conflict resolution skills
Interpersonal - healthy relationships
Define healthy and unhealthy relationships
Identify characteristics of healthy and unhealthy relationships
Post Secondary Planning and career readiness content area
Develop academic potential
Take advantage of educational opportunities
Post secondary content: personal endeavors
Identify attitudes and behaviors that lead to successful learning
Develop leadership skills
Post secondary content: career exploration
Identify career opportunities that allow students to fulfill their potential
Make connections between personal skills, interests, abilities and career choices
Understand and explore their expanding world views
Post secondary content: Knowledge and skills to gather info for the purpose of post secondary education and career planning
Develop skills to locate, evaluate and interpret career info
Learn how to apply goal-setting skills in career
Post secondary content: knowledge and skills to gather information for the purpose of postsecondary education and career planning
Apply decision-making skills to career planning, course selection and career transition
Demonstrate knowledge of career-planning process
Post secondary content: Awareness of post secondary education
Awareness that education and training is needed to achieve career goals.
Post secondary content: relationship of academics to the world of work and to life at home in the community
Develop positive attitude toward work and learning
Understand the relationship between educational achievement and career success
Personal Health and Safety: Incorporate wellness practices into daily living
Understand wellness as an element of healthy functioning
Learn techniques for managing stress
Personal Health and Safety: Demonstrate resiliency and positive coping skills
Effectively manage change
Effectively manage transitions
Personal Health and Safety: Assertiveness skills necessary for personal protection
Ability to set boundaries for physical, social and emotional protection
Appreciation for the rights of others to have a physically, emotionally and socially safe environment
