Counselor Keys Effectiveness System: A Comprehensive School Counselor Evaluation Instrument
Presenter Name(s)
Sloane Molloy and Robin Zorn
Target Audience
Middle
Secondary
Independent
Counselor Educator, Supervisor
Post-secondary/Admissions
Abstract
The Counselor Keys Effectiveness System (CKES) is a counselor evaluation tool, developed by and for members of GSCA, and is aligned with the ASCA Comprehensive School Counseling model. The CKES instrument has been in development for four years including a pilot study, reliability and validity studies, an ongoing training series and a recent revision. This workshop will share the revised CKES Performance Standards and Rubrics and give the attendee sample indicators and examples for performance Levels III and IV.
Presenters
Digital Addiction Awareness for School Counselors: Navigating student success
Presenter Name(s)
Dr. Julie Chi9bbaro, Dr. Lacey Ricks, Dr. Christy Land
Target Audience
Middle
Secondary
Counselor Educator, Supervisor
Abstract
Today, the internet has become part of daily life providing global communication, access to information as well as a providing a provision of entertainment (Anderson, Steen, & Stavropoulos, 2016). However, the use of technology can become compulsive and develop into addictive types of behaviors. Abstract
Description
Today, the internet has become part of daily life providing global communication, access to information as well as a providing a provision of entertainment (Anderson, Steen, & Stavropoulos, 2016). However, the use of technology can become compulsive and develop into addictive types of behaviors. Internet addiction is viewed by researchers as being important for further study due to its negative consequences and its impact on interpersonal relationships, everyday functioning, and emotional well-being (Akin, 2012; Baker & Algorta, 2016; Young, 1998; Zhang, Brook, Leukefeld, & Brook, 2016). In fact, internet addiction and its symptoms mirror those from substance related addictions including: depression (Young & Rogers, 1998) unpredictable behavior and mood (Hsu, Wen & Wu, 2009), alcohol and substance use problems, affective disorders, and conflictual parent-child relationships (Zhang, et al.). Counselor educators must be prepared to educate counseling students about the methods of treating clients/students with digital addictions. The goals of this presentation are to discuss the signs of digital addiction, the consequences of digital addiction, and the tools for the fusion of digital addiction awareness into school counseling programs. This connects to the theme by promoting awareness of emerging trends in counseling and by promoting best practice for school counselors. Due to the increase of technology uses in our lives, it is obvious that digital addiction will remain an area of concern.
Audience participation is expected and handouts will be offred to all attendees
References
Akin, A. (2012). The relationship between internet addiction, subjective vitality,
and subjective happiness. Cyber psychology, Behavior, and Social
Networking, 15, 404-410.
Anderson, E.L., Steen, E., & Stavropoulos, V. (2016). Internet use and problematic
internet use: A systematic review of longitudinal research trends in
adolescence and emergent Adulthood. International Journal of Adolescence
and Youth, 1-25.
Baker, D.A., & Algorta, G.P. (2016). The relationship between online social
networking and Depression: A systematic review of quantitative studies.
Cyber psychology, Behavior, And Social Networking. 19, (1), 638-648.
Hsu, S.H.,Wen, M.H., & Wu, M.C. (2009). Exploring user experiences as predictors
of MMORPG Addiction. Computers and Education, 53, 990-999.
Young, K.S. (1998). Internet addiction: The emergence of a new clinical disorder.
Cyber Psychology And Behavior, 1, (3).
Young, K.S. & Rogers, R.C. (1998). The relationship between depression and
internet addiction. Cyber Psychology and Behavior, 1 (1), 25-28.
Zhang, C., Brook, J.S., Leukefeld, C.G., & Brook, D.W. (2016). Longitudinal
psychosocial factors related To symptoms of internet addiction among
adults in early midlife. Addictive Behaviors, 62, 65-72.
Presenters
Dr. Julie Chibbaro, University of West georgia
Dr. Lacey Ricks, University of West georgia
Christy Land, PhD, University of West Georgia
Everybody Wins When Everybody Codes
Presenter Name(s)
Angela Cleveland, Maria Grovner
Target Audience
Secondary
Counselor Educator, Supervisor
Abstract
Description
Learning objectives: Participants will leave with:
- A new sense of what computer science is and who's right for it;
- An understanding of accessible new courses (including AP Computer Science Principles) that are changing the face of CS education
- Concrete tips for talking about computer science education and careers with students and their parents, teachers and other influencers;
- Confidence that they are supporting viable pathways, whether students' postsecondary plans are for 2- or 4-year college or military service;
- A Counselors for Computing kit with useful resources such as the "What computing major is right for me?” handout and the magazine called Careers with Code (published by Google).
Outline:
1. Introductions
2. Importance of computing to society and as the backbone of innovation in all STEM disciplines and business sectors. Includes brief icebreaker game: "Computing Is Everywhere"
3. Distinguish between using and creating technologies - Create a quiz - sort among "use" and "create:
4. Computing job growth projections to 2024 for the nation and for Georgia
5. What this means for students and advising students: Jobs are available, they are cross-disciplinary, and given commensurate levels of education and time to graduation, computing occupations are more stable and pay better than other jobs. (Show employment and salary data for voc. certification, 2-year, 4-year, advanced degrees)
6. Why Diversity? Explore the association between diversity of thought and innovation; how having all minds on the job: enhances innovation, expands the qualified employee pool, improves the bottom line, and most importantly (from the counseling perspective), promotes equality. All youth should have access to creative and high-paying jobs in computing.
7. Young women have potential yet aren't selecting computing education or careers. Explore why, discuss solutions
8. How to talk to young people about careers in computing (talking points card)
-Show opportunity (where the jobs are, salary expections)
-Connect to Interests (art -> create software to aid art restoration, healthcare -> develop mobile "vitals" apps)
-Connect to what kids, and esp. girls want out of a career: WGBH Study: good pay, feeling passionate about their jobs, doing interesting work, having the power to make a difference
10. Tips for telling the story to kids: Paint a positive picture about who does computing, show what real people accomplish with computing, use evocative language (participant quiz!)
11. Tips for telling the story to adults: Computational thinking as source of 21st c. skills
12. Materials showcase, including Google Careers with Code magazine. Together, brainstorm scenarios in which counselors present computing as a viable education and career pathway
13. If time allows, practice talking to a "student" or "class" about computing.
Presenters
Maria Grovner, Atlanta Public Schools
Angela Cleveland, NCWIT Counselors for Computing
Examples of Counselor Leadership, Principal Collaboration, and University Partnerships
Presenter Name(s)
Dr. Eric Parker
Dr. Karen Griffith
Target Audience
Middle
Secondary
Counselor Educator, Supervisor
Abstract
Session participants will be provided examples of effective school counseling models that use and embed ASCA frameworks to successfully collaborate with school administrators. Additional information will be provided on methods to engage principals in the work of school counseling as well as innovative ways school counseling programs can partners with universities.
Description
Session objectives include:
- examples of efective school counseling in urban and rural districts
- examples of counselor and school leader collaboration
- counsleor education university partnerships/collaboraiton
- how counselors collaborate will principals for school leadership opportunities
- research models for school counselors programs focused on student social-emotial learning
Presenters
Eric Parker, Eastern Kentucky University
Getting the Most Out of Your Pre/Post Surveys
Presenter Name(s)
Shellie Marino
Target Audience
Middle
Secondary
Independent
Counselor Educator, Supervisor
Abstract
You have planned and prepared a school counseling curriculum focused lesson or activity for your students. But how will you know if the lesson was a success? Pre and Post Surveys are commonly used by school counselors to collect perception data to determine if students acquired the attitude, knowledge and skills being targeted. However depending on the type of questions being used on a pre/post survey and how they are presented may not end up collecting the information you intended. Do your pre/post surveys fully or accurately reflect student growth or the effectiveness of an activity? Come expand your knowledge and skills on pre/post survey writing and learn how to increase the reliability of the measurement tools you are using to collect accurate perception data as well as how to calculate and analyze the results.
Description
School counselors frequently utilize pre/post siurveys to colect perception data, however often times the survey is not a reliable interusment for collecting the information the school counselor is seeking. Surveys are often poorly planned, poorly written, and/or there is not a clear understanding of what to do with the data once it is collected. In this session, attendees will understand the process invovled in pre/post survey pre-planning, writing and framing quality survey questions and items, variations of survey measurement methods and how to calculate and interpret the results.
This session is to provide school counselors with the knowledge and skills to create more reliable and accurate pre/post survey measurement tools for the collection of perception data.
Presenters
Shellie Marino, Ed.S., Centennial High School
How to Transition 600 Students to Middle School (Successfully)
Presenter Name(s)
Heather Haynes
Jennifer Moore
Clarissa Pavcik
Target Audience
Middle
Abstract
Transitioning to middle school is no easy task. It can be even more difficult with a large student body and/or multiple feeder elementary schools. Come gain new ideas and pick the brains of counselors who work to successfully transition 600 fifth graders (and their families!) from four feeder schools into sixth grade. Ideas for supporting students, teachers, & parents through the process will be discussed.
Description
This session will cover student visits to the middle school, teacher visits to the middle school, & parent visits to the middle school, communication with fifth grade parents & teachers, scheduling students for success both academically and socially, a sixth grade transitition summer camp, and vertical teaming amongst counselors, all from the perspective of a larger school (approximately 600 rising sixth grade students). Audience members will be invited to ask questions, share in the discussion, and brainstorm new ideas, and handouts/resources will be provided via a Google Docs link. Handouts will include a timeline, copies of brochures/handouts/etc. that are shared with parents, students, & teachers, a mock schedule for a sixth grade visit to the middle school, and other important planning tools. It is our hope that participants would walk away with not only new ideas, but also the concrete tools necessary to implement an effective transtion program for all involved.
Presenters
Jennifer Moore, Twin Rivers Middle
Heather Haynes, Twin Rivers Middle
Clarissa Pavcik, Twin Rivers Middle School
Lesson Design for School Counselors: Make Your Lessons EPIC!
Presenter Name(s)
Dr. Susan Ripple, Visiting Assistant Professor
Dawn Mann, 2017 Finalist, ASCA National School Counselor of the Year
Target Audience
Middle
Secondary
Independent
Abstract
Implementing an effective counseling core curriculum requires school counselors to develop quality lessons – lessons that are experiential, participatory, image-rich, and connected (EPIC). Thus, this interactive session will provide both veteran and novice school counselors with a model for developing counseling lessons that are more engaging and effective. Participants will walk away with practical ideas that can be implemented immediately in their school counseling programs.
Description
“We must learn to evaluate our work critically. Teaching does not happen in the absence of learning. So, the harsh reality is this: if your students haven’t learned it, then it means you haven’t taught it – period!” ~ Dr. Shirley Haley-James
Whereas school counselors are charged with designing and delivering engaging classroom lessons, variability in three key factors impacts the quality of counseling core curriculum lessons:
- The counselor’s level of expertise in lesson design
- The counselor’s confidence and utility in the classroom
- The counselor’s access to students in the classroom.
Simply put, school counselors’ time in the classroom is precious; therefore, it is imperative we maximize it by designing creative, high-impact lessons that make the learning stick! Rather than focusing on parlaying information to our students, counselors must consider how to engage students more deeply in the learning. Consequently, we must define more explicitly what it means to develop data-driven, student-centered, and relevant lessons.
Thus, the presenters will: 1) define the elements of an effective lesson; 2) demonstrate effective and engaging lessons/activities; 3) provide participants the opportunity to work on a sample lesson.
It is important to note that the framework for the presentation lies in the work of Tim Elmore, who describes effective lessons as EPIC:
E Lessons must be experiential in nature: they must be framed within the context of personal experiences – students’ experiences, your own, or even the experiences of others.
P Lessons must be participatory: we must invite students to engage in the learning by presenting them with a conflict, problem, or issue, and then enlisting their assistance for resolving it.
I Lessons must be image-rich: we create focus in the lesson and ground students’ learning by attaching an enduring image to the central message or theme in a lesson. This central image can include analogies or physical images, but it also could mean creating what Elmore calls “narra-phors” in which to embed new knowledge.
C Lessons must be connected: students must be given the opportunity to connect with each other and to develop solutions to complex problems.
Presenters
Susan Ripple, University of North Florida
6785948104 Dawn Mann, CCSD
Session Materials
Maximizing MOWR and Advanced Placement Opportunities
Presenter Name(s)
Demetria Williams, Assistant Principal, Brookwood High School, Gwinnett County Schools
Target Audience
Secondary
Abstract
Description
Presenters
Promoting Success and Connections Amongst GSCA Graduate Students
Presenter Name(s)
Shaquila Wise and Melanie Cannon, GSCA Graduate Student Liaisons
Target Audience
Middle
Secondary
Independent
Counselor Educator, Supervisor
Post-secondary/Admissions
Abstract
Description
Presenters
School Counselors and Teacher Consultation: Partnering for Student Success
Presenter Name(s)
Moya A. Pope
Target Audience
Middle
Secondary
Independent
Counselor Educator, Supervisor
Abstract
Consultation is an essential part of a professional school counselor's job responsibilities - falling under system support and responsive services of the ASCA Model. Effective consultation can be used to support teachers and increase/influence student achievement. If a school counselor is going to develop and maintain a viable comprehensive school counseling program, consultation has to an integral part of their program. This presentation will discuss the importance of consulation and several consultation models.
Description
Consultation is important to the comprehensive school counseling model. It is important to a student's academic success that the teacher know the whole child - social, personal and academic - so that they can be best served. Counselors are able to use consultation to assist parents in learning their children on different levels and with teachers to best help their students in the classroom. Consultation with the counselor also allows students the opportunity to vent and learn themselves, and learn how their behavior, home life, and or lack of grade level knowledge can affect them adversely. This presentation will discuss the importance of consultation, three models of consultation - triadic-dependent, collaborative-dependent, and collaborative-interdependent and which model is best used in different situations. The presentation will also discuss how collaboration can assist in bettering the counselor-teacher relationship, which will positively affect student's behavior and academic achievement. Audience members will have scenarios to demonstrate consultation models and the PowerPoint will be available for distribution or email.
Presenters
Moya Alys Pope, Louisville Middle School
Monica Y. Pace, Ed.S, Swainsboro High School
Tunisia Williams, Ed.S, Riverside Middle School
Striped Hat Readers
Presenter Name(s)
Beth Ruff, Ed.D. LPC
LaShawn Thomas, M.Ed.
Target Audience
Elementary
Abstract
Counselors are uniquely qualified to help students overcome barriers that are negatively impacting their academic achievement. Come learn how two school counselors turned their love of Dr. Seuss into an innovative strategy to build confidence, motivation, and interest in reading. Put on your striped hat and come play with "Oobleck," while we discuss how this cross-grade level peer mentoring program fosters positive relationships, good character, and confidence in reading.
Description
Professional School Counselors will identify their unique qualifications to help close the gap in reading achievement data.
Professional School Counselors will be able to discuss underlying negative attitudes and beliefs that could be influencing student performance in reading.
Professional School Counselors will be able to identify data sources and utilize surveys to assess reading achievement gaps in their school.
Professional School Counselors will participate in creative interventions to encourage positive relationships and confidence in reading.
Professional school Counselors will gain valuable resources and interventions on building confidence in disinterested and /or unmotivated readers through a cross grade level peer mentoring program.
Professional School Counselors will be able to identify data sources and utilize surveys to measure the impact of their counseling program.
Outline
1) Ice Breaker - Fox in Socks - find your peer mentor (Audience Participation)
2) Dr. Seuss Quotes about Reading
3) Why do some students hate to read and what can we do about it
4) How to identify "Bubble" students to impact school achievement data
5) Striped Hat Readers- Specific examples of the intervention and lessons
- Specific Dr. Seuss books to foster confidence, motivation, and responsibility
6) Dr. Seuss on the Loose- Examples of activities to extend lesson and reading comprehension (Audience Participation) Green Eggs snack and play with Oobleck (Handouts - Oobleck recipe and chart with breakdown for Dr. Seuss Books)
-
Book Title
Character Lesson
Activity
The Cat in the Hat
Choices and Consequences
Paper striped hats
Horton Hatches the Egg
Responsibility-Trustworthy
Decorating plastic eggs
Green Eggs & Ham
Perseverance
Green Eggs & Ham snack
How the Grinch stole Christmas
Appreciation-Positive attitude in the face of adversity
Grinch ornaments
Oh The Places you’ll Go
Goal Setting
Goal setting craft
Bartholomew and the Oobleck
Taking responsibility for your actions
Make Oobleck
Happy Birthday to You
Positive Self-esteem
Birthday cupcakes
7) Analyzing your Data - Post-test, Benchmark scores, and teacher feedback (Handout -Post-test examples)
8) Questions and Give aways
Presenters
Dr. Beth Ruff, Ed. D, Powder Springs Elementary School
Mrs. LaShawn Thomas, M.Ed., Powder Springs Elementary School
Teaching Internet Safety in a Technologically Savvy Classroom
Presenter Name(s)
Brittany Woolf
Target Audience
Elementary
Abstract
Students have an extraordinary level of access to the internet, and are often the internet experts in their homes. This presents a new challenge for teachers, counselors, and other educators. In this presentation, I discuss staggering need for internet safety education in our schools, present the interactive intervention I created to educate 3rd-5th graders about internet safety, and report the positive student outcome data and supportive community feedback from the intervention.
Description
The internet has seeped into every aspect of our lives; this is especially true in our education system. Today's students have more access to the internet than those that have come before them, often having access to phones, personal computers, Ipads, video games, and other internet capable devices. With students having never known life without the internet, they are often the experts in their homes, as their parents likely did not have internet access like what is seen today. With this “internet overload”comes a unique set of challenges for keeping children safe, informed, and aware of the role they play in their own safety.
After noticing the need for internet safety education at my internship site, I developed a program for students grades 3-5 that can be delivered as part of a school counseling curriculum. There was a great deal of community support and many counselors, parents, and teachers were vocal about the lack of internet safety education, evidence-based interventions, and clear role designation of who should be giving these kinds of lessons.
Therefore, as a result of this program, participants will:
- Be more aware of the severe need for internet safety education in our schools,
- Learn about an innovative internet safety program developed and delivered by a school counselor,
- Learn how to incorporate the program into their school counseling curriculum, and
- Learn about the positive outcome data from both students and community members about the program
The program would be interactive, as I would have the audience participate in a selected scenario, the way that my students did. I would also be providing any counselors or teachers who wanted to incorporate the intervention in their schools the scenarios/power point lesson I created, the pre-test and post-test questions used to collect data, and the parent brochure that I provided to all parents in my school.
Presenters
Brittany Woolf, Fulton Academy of Science and Technology
Teaching Social Skills in a Tech Driven World
Presenter Name(s)
Rebecca Burkhart
Target Audience
Middle
Secondary
Independent
Counselor Educator, Supervisor
Abstract
Whether or not devices are encouraged in your school, teaching students how to relate to peers and adults using whole body listening in a face to face environment is essential. As we prepare our students for the world, teaching soft skills is of utmost importance. Participants will learn how to create exercises which allow for positive human interaction using “gamification” and theater. You will leave with ideas to boost confidence and communication skills.
Description
Attendees will be active participants in social skill games, which they can adapt and take back to their schools. Participants will learn theatrical techniques to ease anxiety and boost confidence levels of students regarding speaking in class. Sample activities and their directions will be given to all in attendance.