Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier One Activities
Publication Year: 2018
School counseling that makes a difference–for all students! As an elementary school counselor, you’re implementing a comprehensive program to promote academic and social-emotional development for all students. You’re planting seeds of college and career readiness, which means creating core curriculum classroom lessons, delivering engaging content to students and parents, managing classroom behaviors, providing assessments, and sharing the results. The good news is that you don’t have to do it alone. In this guide, three experienced school counselors take you step by step through the creation and implementation of high-quality Tier 1 systems of universal supports. With a focus on proactive and prevention education through core curriculum classroom lessons and schoolwide activities, this practical text includes: • The school counselor’s role in Multi-tiered, Multi-Domain System of ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Multi-Tiered, Multi-Domain System of Supports: A Framework for Tier 1
- Chapter 2: Franchising Core Curriculum
- Chapter 3: Determining Core Curriculum
- Chapter 4: Lesson Plans
- Chapter 5: Student Engagement
- Chapter 6: Classroom Management
- Chapter 7: Schoolwide Programs and Activities
- Chapter 8: Pre- and Post-Tests and Assessments
- Chapter 9: Sharing School Counseling Program Results
- Chapter 10: Management Systems and Putting It All Together
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For elementary school counselors and the students they serve.
It is my honor to contribute the foreword for Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier 1 Activities. I can personally attest to the passion and dedication that each of the authors has for the school counseling profession. This is a book written with genuine heart, soul, and real-world, been-there-done-that wisdom by three uniquely qualified professionals who truly love school counseling and have dedicated their careers to its growth and advancement. The authors have many years of experience in serving as school counselors, enacting leadership in the profession through a variety of roles and contributions, and training countless school counselors across the country. Readers will be inspired and validated by this practical and approachable text.
Trish Hatch is a longtime colleague, mentor, and friend, whom I met while working as a school counselor a year into my doctoral program. Along with the late, great Judy Bowers, Trish co-authored the original ASCA National Model, a work that profoundly and forever changed the face of the school counseling profession. Having been an early adopter of the ASCA model, I was asked in 2006 to help train other school counselors in the Cobb County School District and had the privilege of meeting Trish when she was brought in by the district coordinator, Gail Smith. As many will attest, Trish’s motivational presentation energy is a beloved trademark. Behind this energy, however, is another trademark: an ongoing, committed, fervent thought-storm about the profession that unquestionably excites and challenges you if you have the privilege of getting caught up in it. The kind of deep thought and analysis that Trish engages in about school counseling is contagious, in a very real sense, for those who know and work with her.
I met Danielle, a former student of Trish’s, on a visit to San Diego in 2011 and was immediately taken by her confidence and passion. I was convinced that what she had learned from Trish was a launching pad and that she would excel as a school counselor and bring into focus the most important issues of the profession. Danielle has done all that and more, and she is far from done! She has led her state association and participated in White House meetings through the Reach Higher initiative, consistently proving that she is dynamic in many ways. As a trainer and author, Danielle has a unique gift of helping school counselors translate what they know they “should” do into what they “can” do; this is critical to moving the profession forward. Further, her ability to engage actively at the policy level of the education landscape is characteristic of her genuine loyalty to all students. I look forward to watching what she does next.
I met Lisa in 2009 after I began my first academic post at DePaul University, and she was invaluable in helping me understand the unique role of the elementary school counselor in Chicago Public Schools (CPS), a role that was in great [Page xii]contrast to what I had experienced in Georgia. While working in the district office for CPS, she asked me to partner with her in training the first cohort of elementary school counselors to pursue Recognized ASCA Model Program (RAMP), an honor and opportunity for me to leverage relationships with practitioners. Several years later, we were proud to celebrate one of the cohort members as the first elementary school in CPS to achieve RAMP! Perhaps our most challenging work together, an effort for which Lisa was at the forefront, was redefining the role of the elementary school counselor in Chicago to eliminate “case management” (all IEP oversight) from the job description. This was an extremely long and arduous process. Lisa’s commitment to this work was steadfast, and in December 2016 it was announced that school counselors now have the contractual right to decline case management duties in CPS.
Like these three esteemed authors, my passion for the profession originates from my time in the field as a school counselor. I worked in several schools and districts in the metro-Atlanta area over a 13-year period and served in several positions in the Georgia School Counselor Association (GSCA). I have also supported the work of school counselors in Illinois and was the state association president from 2012 to 2013. In recent years, I have expanded my connections to school counselors at all levels nationally and internationally through social media, and I am currently training future elementary school counselors at Georgia State University. As a school counselor educator, I often take the practitioner-scholar approach with an emphasis on assisting those in the field in publishing their work from an action research framework. I believe strongly in Tier 1 as the means of reaching all students from a prevention-based perspective, and I have written on topics such as curriculum design, lesson plan development and delivery, and classroom management. All of these experiences reinforce for me that elementary school counselors are and must be extraordinarily versatile in addressing a range of developmental levels and issues, spectacularly creative when it comes to delivering a variety of interventions, and uniquely impactful in setting the stage for what school counseling is for all stakeholders.
Hatching Results for Elementary School Counseling is unlike any other book on the market and is a must-have resource for any practicing or aspiring elementary school counselor. The relevance of this book to the current trends in education, as well as the joys and challenges of school counseling, is undeniable. What readers will enjoy most about this book is its functional application. While theory and research ground the text, its real appeal is found in the strategies that can be implemented immediately. As a thoughtful, real-world look at each of the Tier 1 activities elementary school counselors perform every day, the text demonstrates the authors’ credibility and clear grasp of the “art and science” of school counseling.
The book begins with an overview and expansion of how the Multi-Tiered System of Supports (MTSS) framework aligns with the school counseling program and the ASCA National Model. The authors ingeniously introduce a new acronym, “MTMDSS,” that keenly incorporates the academic, career/college, and social/emotional domains of a comprehensive school counseling program. School counselors will find the alignment with MTSS intuitive and logical in both theoretical and practical ways and will find the model to be a further means for leveraging support for the roles they have and the services they provide in their building.
The core of the text, a descriptive series of chapters that outlines the entire process, from curriculum decision making, delivery, and assessment to sharing the results of Tier 1 interventions, is where the treasure lies. Each chapter builds [Page xiii]seamlessly on the one before it. The chapters on lesson planning, engagement, and classroom management strategies are what every school counselor hungers for now, particularly those without a background in teaching. The assessment chapter engages process, perception, and outcome data with a logical model to clear the fog around how to design assessments at the elementary level. Readers learn how to determine lesson effectiveness, whether they are using their own lessons or ones from an existing curriculum. Especially helpful is that throughout these chapters, the authors use a single lesson plan, “Don’t Blow Your Top!,” with explicit bubble graphics as a tool for articulating and demonstrating the key points within the chapters.
While the focus of the majority of the text is on implementing core curriculum as the primary Tier 1 intervention, a chapter is dedicated to schoolwide activities and programs that reach all students. Readers will find all chapters chock-full of resources, visuals, diagrams, images, templates, stories, and samples that drive every point home. The final “putting it all together” chapter helps school counselors understand the big picture of how to connect Tier 1 interventions to the management system of the ASCA model and how to bring stakeholders on board. While each chapter can be appreciated on its own, readers will find that the intentional sequence and flow of the whole text sets elementary school counselors up for success throughout and smartly brings all the concepts full circle.
If you are seeking a manual for how to implement Tier 1 interventions as an elementary school counselor, this is it! Far from being dry and boring, the authors contextualize every step through their own experiences as school counselors, sometimes with the kind of humor those who work in the profession can truly appreciate. The authors, as voices in the field, bring life to the concepts, sharing numerous resources and graphics in every chapter. If those are not enough, there are even more resources made available online!
Those who enjoy the road-map feel of Trish’s The Use of Data in School Counseling (Hatch, 2013) will find that this book has a similarly useful style and format. The text and graphics together definitively express the “art and science” of what Tier 1 interventions can look like at the elementary level. Much of what the text offers can be implemented right away, which is what time-strapped school counselors crave. For those who are struggling or stuck as new or seasoned school counselors, the strategies in this text provide that “something else” to try when it seems like all is lost. The tone of the text will make readers feel understood and appreciated in the work that they do, and they will also be challenged to examine how they can make adjustments to their programs to better serve students through Tier 1 interventions.
Too often, school counselors lack preparation in areas such as curriculum and lesson design, classroom management, consultation, workshop delivery, and schoolwide event planning. The authors do a masterful job of filling in gaps that school counselors may have had in their graduate training so that they can be more empowered to implement effective Tier 1 interventions. Today’s educator must know recent initiatives, such as the MTSS framework and Positive Behavior Intervention and Supports (PBIS). Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier 1 Activities helps readers connect much of what they do to these initiatives and gives them an expanded MTSS framework that integrates the three domains of a comprehensive school counseling program, based on the ASCA National Model, into a new paradigm. The authors of the book make it clear through this expanded paradigm that elementary school counselors are leaders in the school [Page xiv]building who are up-to-date on education reform trends, engaging instructional practices, and the cultural factors that impact the needs of a growing population of diverse learners.
The impact elementary school counselors can have on the students, families, and schools they serve is not to be underestimated. This book is also not to be underestimated; it will incite enthusiasm for those new to the field, recommit those who are seeking fresh ideas, and give the profession a resource that is, to date, unmatched by any other.Assistant ProfessorSchool Counseling and Counselor Education and PracticeGeorgia State UniversityCo-author, 101 Solutions for School Counselors and Leaders in Challenging Times
This work arose from passionate conversations about the need to equip elementary school counselors with greater tools and resources. As former elementary school counselors, we are personally aware of the training, preparation, and knowledge gaps in the profession. Based on our varied experiences, we wrote this book to close these gaps and advance school counselor practices leading to improved student outcomes. We have many colleagues to thank for the time, energy, and resources they have contributed.
Sincerest thanks to Ashley Kruger for multiple best-practice samples and contributions to this text, especially for Chapter 10. Ashley and Nicole Pablo were part of the “think tank” from the start. Both were instrumental in getting this project off the ground by sharing their thoughts on structure and key content. Likewise, Whitney Triplett was key to the initial “brain dump” and organization and has provided helpful feedback as a reviewer. A huge thank-you to the amazing Trisha McHugh for her endless formatting, technical, and administrative assistance. We definitely owe you a huge dish of your favorite lobster mac-n-cheese!
We also appreciate the initial review and feedback given by the school counseling graduate classes of 2018 from San Diego State University and The Ohio State University. Thank you to Dr. Brett Zyromski, who provided feedback on multiple chapters and coordinated the review with his graduate students.
Many thanks to those who provided testimonials, examples, and samples, either in the text or the online appendix of additional resources: Fallbrook Union Elementary School District counselors, Ashley Hansen from Ohio State, Jodi Spoon-Sadlon from the Murrieta Valley Unified School District, Sandra Ruiz from the Alvord Unified School District, Martha Williams and Angela Shanahan from Chicago Public Schools, and Rebecca Lallier from Hartford Schools. Thank you to Inelda Luna, current principal in San Jacinto, for sharing engagement strategies and images to be modified for school counselors in Chapter 5. Special thanks to Dr. M. Rene’ Yoesel, Dr. Norm Gysbers, Dr. Carolyn Magnuson, Dr. Bragg Stanley, Carolyn Roof, and Linda Lueckenhoff for the collaborative effort in outlining the development of statewide core curriculum in Missouri and Nancy Sandoval for the investigative work to create the core curriculum and national awareness campaign downloadable resources.
From Trish: I would like to posthumously thank Carol McKinney, for being the most amazing principal an elementary school counselor could ever have had, along with the teachers at Ramona and Butterfield Elementary who so strongly supported my role as school counselor in the late 1980s. Thanks to Lloyd Campbell, Rich Russell, and Louise Bigbie for your mentorship and for believing in me. I’m grateful to my elementary counselor colleagues in Moreno Valley Unified and the grant [Page xvi]counselors I’ve trained over the years who have committed themselves to creating sustainable programs. Huge thanks to Danielle for your positive attitude and for taking the lead on Chapters 4, 5, and 6. Deep appreciation to Lisa for leading the redesign of the Flashlight Presentation and other forms, and for the many nights and weekends dedicated to ensuring the success of this text. Thank you to the graduate students and alumni at SDSU who inspire me to continue to give back to the profession. Thank you to my brother, Paul, for always being there personally and professionally, and to my parents, sons, and family for their never-ending support. To my niece, Allison Hatch, a future school counselor, I hope this text is worthy of your amazing talent. And, finally, to my grandchildren—may they have an awesome elementary school counselor.
From Danielle: I would first like to thank Trish for always inspiring me to do what seems like the impossible—in this case, writing a book—and for continuously supporting me along the way. I would also like to thank all the teachers and administrators I worked with at Alvin Dunn Elementary School in San Marcos, California, including my phenomenal assistant principal, Silvia Ventura-Jacobsen, and teachers Malia Altieri and Jen Vitiello Cohen. Malia’s strong expertise in delivering high-quality curriculum provided inspiration content for Chapters 4 through 6. I am also so grateful for the support of former colleagues within the Fallbrook Union Elementary School District, including Megan LaBare, Melissa Lafayette, Zorayda Delgado, Joy Beidel, Leonard Rodriguez, Allen Teng, Candy Singh, and Bill Billingsley. Thanks to my SDSU school counseling cohort members and all of my former graduate students, who have taught me so much. And thank you to Lisa for partnering with us and contributing your diverse experiences to this amazing project. Finally, I would like to thank my parents, Connie and Dave, who are my biggest cheerleaders, and my niece and nephews, who inspire me to dedicate my life to school counseling and education to ensure that they, along with all students, can reach any goal they set their minds to achieve.
From Lisa: I would like to thank my husband, Lorenzo, and my three sweethearts, Quentin, Lillian, and Lucas, for supporting me and granting me time to write. To my kiddos, I love you more than words can express and hope you get the tools you need, not only for school but for life. To my parents, Tony and Wanda, who never got much more than a high school education, thank you for showing me the value of hard work and giving me a childhood that drove me to do more. To my sisters, Eileen, Bernadette, and Emily, thank you for just being you—each one of you is so different, but you all have taught me so much. Deepest respect and gratitude to Trish and Danielle for making this dream come true and for all the laughs—we’re a great team! And, last, much appreciation for all my former colleagues at Burnham/Anthony Academy, especially the amazing Sheryl Freeman, Annie May Porthan, Kristen Langdon, Afua Agyeman-Badu, Erving Benson, Megan Fido, Tyrone Lee, Ms. Pondexter, Ms. Kazmi, Ms. Montgomery, and Dr. Linda J. Moore; my former colleagues at the Chicago Public Schools district office; and those many K–8 school counselors in the trenches of Chicago whom I had the pleasure to support in some way. Reflecting back on years of hard work (and all the joys and tears) to write this has been a humbling experience—you are all in my heart, always.
About the Authors
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