Texas Model Flashcards
(49 cards)
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.
