Reflection #6 - Guidance Counseling Programs

To effectively serve students in Texas public schools, school counselors have proper responsibilities as delineated in Section III of A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public Schools (4th ed., 2004).

"The important thing" about the proper responsibilities of school counselors is that “all students might benefit from high quality comprehensive, developmental school guidance and counseling programs (p. v).
"The important thing" about school counselors is that they meet the needs of students through a systematically delivered program that respects individual students and their backgrounds and current circumstances while maintaining a positive outlook in regard to the future of the students they serve.
"The important thing" is that school counselors interact with students, parents, teachers, and others with openness and understanding while being committed to personal change and growth in others as well as themselves.
"The important thing" is that school counselors are effective communicators who are able to relate to people from all age groups and ethnic/cultural backgrounds.
"The important thing" about school counselors is that they have proper background and training as teachers first and then by obtaining school counselor certification and master’s degrees and ongoing professional development.
"The important thing" about school counselors is that they have eight predominant responsibilities including program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards.
"The important thing" about school counselors is that they are guided by the “Texas Education Agency Counselor Job Description and Evaluation” as delineated in TEC §§33.002-33.007 which can be used as a self-evaluation or by supervisors to evaluate the counselor’s performance and program effectiveness.
"The important thing" about school counselors is that their effectiveness is in direct proportion to the ratio of students to counselors, and the lower that number, the better counselors can optimally provide individual attention to students’ needs.
"But, the MOST important thing" about school counselors and their responsibilities is that their efforts facilitate student learning and contribute to student achievement and success. (Patterned after The Important Book by Margaret Wise)

Based on Section V of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools, as a school administrator, supporting the implementation of a comprehensive, developmental guidance and counseling program would be a top priority due to the “most” important thing about school counselors and their important contribution to student achievement and success. While not wanting to be a micro-manager, I would want to be a sounding board and encourager to the school counselor as she or he implements the Program Development Cycle to fit the needs of the particular school served. Organizing, planning, designing, implementing, and evaluating the best model tailored to the student population would involve the need for an administrator to be available to the counselor for the development of a guidance and counseling program that would be truly effective. The “Comprehensive, Developmental Guidance and Counseling Program Implementation Checklist” would be used to evaluate the counseling program and provide a basis for positive discussion of effectiveness. Knowing that counselors appear to be overloaded with responsibilities and high numbers of students to serve, it would be my intent as an administrator to give aid with all the red tape associated with TAKS testing if at all possible to relieve some of the stress for the counselor and free him or her to provide the needed guidance counseling necessary without sacrificing small group and individual time with needy students. To stay informed as the school administrator, in relation to the overall counseling program and demonstrate genuine interest in the program would hopefully motivate the counselor to continue to provide quality services for the students, parents, and teachers.

"Fortunately," 'A Process for Evaluating a Comprehensive, Developmental and Guidance Counseling Program,' Section VI of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools provides an excellent guide to assessing the counseling program at both of my elementary schools.
"Unfortunately," this system of evaluation is not known or understood by many educators.
"Fortunately," this system ensures accountability as the evaluation measures the delivery of services and outcomes.
"Unfortunately," with this system there are often changes that need to be made.
"Fortunately," the counselors at my schools are very open and receptive to change when it is necessary.
"Unfortunately," to be able to proceed with necessary change, many questions must be answered.
"Fortunately," the counselors serve on the Campus Improvement Team, the Name and Need Team, and the CORE Team to help them have a global perspective of the two schools and the diversity of needs on each campus.
"Unfortunately," the evaluation requires documentation of qualitative design standards and quantitative design standards related to guidance curriculum, responsive services, individual planning, and system support which sometimes do not reflect the true concern and compassion demonstrated by the counselors.
"Fortunately," evaluation of guidance counseling programs is ongoing, and the counselors at my schools deserve an A+ for genuine concern and planning of school-wide, small group, and individualized programs for the benefit of students, parents, and teachers. (Patterned after Fortunately by Remy Charlip.)

Reflection #5 - Gifted Education and Acceleration

In Support of A Nation Deceived

A Nation Deceived: How Schools Hold Back America’s Brightest Students: The Templeton National Report on Acceleration (2004) by Nicholas Colangelo, Susan G. Assouline, and Miraca U. M. Gross is a comprehensive study related to the impact of acceleration on gifted children. The position of the authors is wholeheartedly supported due to the fact that this a comprehensive nation-wide report formulated from scholars in the field of gifted education from around the country who “deliberated about what schools need to know in order to make the best decisions about educating highly capable students” (Colangelo, Assouline, & Gross, 2004, p. vii). This report is based on fifty years of solid research documenting acceleration as a beneficial practice for gifted learners that needs to be implemented in appropriate situations even though educational administrators and educators often find fault with the practice. Addressing the misconceptions about acceleration and documenting research to validate the positive outcomes for which students this practice is appropriate, the Templeton Report provides examples of effective practice and authentic biographical successes. Another reason to support the Templeton Report is that the findings correlate to all genders, ethnicities, social/economic backgrounds, and geographic locations.

The definition of acceleration serving as the basis of the report is:
"Acceleration is an intervention that moves students through an
educational program at rates faster, or at younger ages, than typical.
It means matching the level, complexity, and pace of the curriculum
to the readiness and motivation of the student. Examples of
acceleration include early entrance to school, grade-skipping, moving
ahead in one subject area, or Advanced Placement (AP). Acceleration
is educationally effective, inexpensive, and can help level the playing
field between students from rich schools and poor schools" (p. xi).

Based on this definition, the Templeton Report is to be supported because it not only provides valid research on the topic but also includes help for schools to effectively set up acceleration programs requiring the participation of parents and educators as well as the individual student’s needs and situation.

Volume II of A Nation Deceived documents research supporting the reasoning for advocating for acceleration as the most effective curriculum intervention for gifted students when that has been determined as appropriate on an individual basis. Academic and social long-term benefits are documented for this practice that is a relatively cost-free intervention. Research indicating that when advanced students are presented with curriculum that does not challenge them on a daily basis, also correlates their lack of motivation and achievement due to the boredom. Above-level testing has been shown to be an effective way of identifying students who would benefit from acceleration. The document addresses eighteen different types of acceleration options to meet the varying needs of highly gifted students. With many specifics delineated in this document, the research prompts educators to evaluate not “if” to accelerate a gifted learner but “how.”

Myth vs. Truth Related to Acceleration

According to the authors of A Nation Deceived, “Scholarly research demonstrates that much of what you hear about acceleration is false, some is partially true, and some really is true” (p.5). The biggest myth about acceleration for gifted students is that it is not beneficial. Personal biases of educators and administrators often hold back the opportunity for acceleration when that really is the best option. The myth that acceleration is not an important issue because most students do not need it should be reconsidered by the reality that legitimate educational needs of high ability students are at stake as proven by their readiness for acceleration by their high scores on standardized testing as well as their personal motivation, academic achievement, and parent/teacher observations. Another myth related to acceleration is that it is only for the wealthy when the truth is that giftedness is documented to be present in all populations, so acceleration benefits all, especially those who could not afford extra opportunities that are above and beyond. It is often feared that new friends are hard to make when a student is accelerated, which is a myth, as in truth, the research documents that acceleration broadens the friendship group and when the younger students are placed with intellectual peers, they tend to feel less out of place. Viewed by teachers and parents as pushing kids, this myth about acceleration needs to be replaced with the reality that acceleration provides the opportunity for our very advanced learners to become passionate about learning as they are engaged and challenged by curriculum that has not already been mastered. Other myths including gaps in knowledge, poor self-esteem, and many others are all addressed in the Templeton Report as it demystifies through valid research that acceleration works and must be a viable consideration for the effective education of highly capable children.

TEA Policies: Complement Acceleration for Gifted Students

The Texas Education Agency (TEA) policies as stated in The State Plan for the Education of Gifted/Talented Students (2009) complement acceleration for gifted students. Section 2, "Service Design," of this document states that "a flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students" (Texas Education Agency, 2009, p. 9). Very specifically, 2.4C with the “In Compliance” column states, “Local board policies are developed that are consistent with State Board of Education rules on credit by examination (19 TAC §56.203).” The credit by examinations (CBE) are the vehicle for setting acceleration in motion for gifted learners. Once a student proves their mastery of course or grade level concepts by meeting the criteria on the CBE, then they are expected to be accelerated in their education. If this opportunity is not provided for students, then a school district is considered to be out of compliance in their gifted education service design. The State Plan delineates in 2.4.1R, the “Recommended” section for school districts, to employ flexible pacing that allows learners to progress through courses at a pace and appropriate level for their ability. Though the word “acceleration” is not used in this section, the meaning describes acceleration. Section 2.4.2R lists other forms of acceleration such as accelerated summer programs. The “Exemplary” column for this section is the ultimate goal for school districts and their gifted education programs as stated in 2.4E, “Acceleration options are actively facilitated by district administrators, counselors, and teachers.” To be in compliance, a school district must have opportunities to accelerate in areas of student strengths (19 TAC §89.3(4)) as stated in Section 3, “Curriculum and Instruction” (3.3C) of the State Plan. Further encouragement is given for flexible pacing and scheduling modifications in the “Recommended and Exemplary” columns (3.3R and 3.3E). While the “Recommended” and “Exemplary” components of the State Plan are not mandatory, they are definitely components that all school districts should set as goals and completely align with the recommendations of A Nation Deceived.