School Counseling Program Development and Evaluation – COSC 661
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
This course is designed to examine the planning, development, organization, implementation, and evaluation of comprehensive developmental K-12 school counseling programs that promote access and equity for all students. Offered in intensive format.
Education Counseling Gate 2 with a score of 5 or M.Ed. TL:Student Svcs Cognate with a score of 5
Based on a Biblical world view, the goal is to synthesize academic knowledge and skills with Biblical values, moral dimensions, and ethical implications. The school counselor licensure program at Liberty University maintains a continuous cycle of evaluation and revision in order to achieve its mission of developing competent professionals with a Biblical world view for Christian, public, and private schools. This course is designed to examine the planning, development, organization, implementation, and evaluation of comprehensive developmental K-12 school counseling programs that promote access and equity for all students. Students will learn about academic- and systems-focused programming, strategies for closing the achievement gap, and methods for working with culturally diverse students and students with special needs.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Design, implement, manage, and evaluate an ethical and legal comprehensive developmental school counseling program that includes individual and group counseling classroom guidance to promote the academic, career, and personal/social development of students. (CACREP – SC: A.2, A.5, B.1, D.1, D.2, D.4, D.5, O.2, O.3, O.4, P.1, P.2); assessed with Quiz #1, Quiz #4, Individual Student Planning, Individual Counseling Treatment Plan, Classroom Guidance Lesson, Systems Support Presentation, and the Comprehensive School Counseling Program.
- Design, implement, manage, and evaluate programs and practices that include transitioning, school-to-work, postsecondary planning, peer programming, and college admissions to enhance the academic, career, and personal/social development of students. (CACREP – SC: C.2, C.4, L.2, M.6, N.4); assessed with Quiz #1, Quiz #2, Quiz #3, Systems Support Presentation, Individual Counseling Treatment Plan, and Individual Student Planning.
- Demonstrates an understanding of curriculum design, lesson plan development, classroom management strategies; and the implementation of differentiated instructional strategies for teaching counseling-related material and material that draws on subject matter and pedagogical content to promote student achievement.(CACREP – SC: K.3, L.3); assessed with Quiz #2, Quiz #4, Classroom Guidance Lesson.
- Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. (CACREP – SC: A.6, D.3); assessed with Quiz #1, Quiz #2, Individual Student Planning, Individual Counseling Treatment Plan, and Classroom Guidance Lesson.
- Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development, and consults with teachers, staff, and community- based organizations to promote student academic, career, and personal/social development. (CACREP – SC: E.3, E.4, F.1, N.3); assessed with Quiz #1, Quiz 3, Classroom Guidance Lesson, Student Individual Treatment Plan, Student Individual Planning.
- Identifies various forms assessments and assessment strategy to fit students’ needs and evaluate students’ academic, career, and personal/social development, and assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. (CACREP – SC: G.3, H.1, H.2); assessed with Quiz #1, Quiz #2, Quiz #3, Classroom Guidance Lesson and Comprehensive School Counseling Program.
- Demonstrates an understanding of the outcome research data and best practices identified in the school counseling research literature, and how to critically evaluate relevant research and apply research findings to inform the practice of school counseling. (CACREP – SC: I.1, I.5, J.1); assessed with Quiz #3, Systems Support Presentation, Individual Counseling Treatment Plan, Classroom Guidance Lesson, and Comprehensive School Counseling Program.
- Demonstrates an understanding of current methods of analyzing and using data to inform decision making, accountability (e.g., school improvement plan, school report card), and to enhance school counseling programs; and assesses barriers that impede students’ academic, career, and personal/social development and analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. (CACREP – SC: H.3, H.5, I.4, J.3); assessed with Quiz #1, Quiz #3, Systems Support Presentation, Individual Counseling Treatment Plan, and Comprehensive School Counseling Program.
- Develops measurable outcomes for school counseling programs, activities, interventions, and experiences, and knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, models of program evaluation). (CACREP – SC: I.2, I.3, J.2); assessed with Quiz #1, Quiz #3, Quiz #4, Individual Counseling Treatment Plan, and Classroom Guidance Lesson.
- Demonstrates an understanding of the relationship of the school counseling program to the academic mission of the school, and conducts programs designed to enhance student academic development, understanding the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. (CACREP – SC: K.1, K.2, L.1, M.1, M.3); assessed with Quiz #1, Quiz #4, Systems Support Presentation, Classroom Guidance Lesson, and Comprehensive School Counseling Program.
Textbook readings, lecture presentations, and articles
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussion Board Forums (4)
The student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 250 words in length and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words in length.
High School Systems Support Program (Parent/Teacher Presentation)
Students will create a PowerPoint with lecture notes that introduces parents, teachers, and administrators to a comprehensive school counseling program based on the ASCA National Model that incorporates an ongoing transition program aimed at promoting a successful transition from middle school to high school and from high school to a post-secondary career path.
Elementary School Individual Counseling Case Conceptualization & Treatment Plan
Individual counseling in the schools is a responsive service that involves one-to-one counseling with a student. A case is presented and students will be asked to conceptualize the case and create a culturally sensitive, developmentally appropriate plan for treatment within the scope of school counseling.
K-12 Classroom Guidance Lesson Presentation
The guidance curriculum is generally a preventative method of program delivery that is standards-based and related to student health and well-being. Individually, students select the target school-age population to be served (i.e., elementary, middle, or high school) and create a PowerPoint presentation. Students crosswalk curriculum (core academic standards with the school counseling standards) and creates measurable objectives and pre-post lesson measures to evaluate the effectiveness of the guidance curriculum in meeting stated objectives. Students will present all components of the rubric by uploading a video presentation to blackboard. The presentation will be 15–25 minutes in length.
Comprehensive School Counseling Program (BENCHMARK)
The student will design a comprehensive school counseling program to include a plan for evaluation. Students will NOT submit this assignment to Bb gradebook or via email. This assignment is NOT to be submitted as a file in LiveText. This assignment is completed via the template in LiveText ONLY. Students need to paste or type directly into LiveText template for this assignment. The student must read the assignment instructions sheet and rubric carefully. If any issues arise, the student must contact LiveText (not the professor). LiveText support is available and can walk the student through submission. The student is required to become familiar with LiveText prior to the date of submission.
Reading Quizzes (4)
There are 4 quizzes during this course. After completing the assigned readings the student will complete four 60-minute, multiple choice, timed quizzes that cover content from the Dollarhide text book chapters. These questions are multiple-choice, open-book, and similar to the content found on state licensure examinations. Quizzes can only be accessed one time and taken one time.
Students may use the text book, however, the student has approximately 1 minute per question, which means that the student would need to have read the chapters in order to do well on the assessment. Only material covered in the Dollarhide course text book will be on the quizzes. The student must read and study the textbook material prior to the quizzes. Once the quiz is accessed the timer begins. Students will know their scores immediately and the correct responses will be given to promote student learning. Students should anticipate technological issues and have a back-up plan in place prior to starting each quiz. There are 40 items per quiz (20 items per chapter). Each item is worth 1.25 points for a total of 50 points per quiz. Students who exceed the allotted 60 minutes: 1 point will be deducted for every 5 minutes over the allotted time-frame. Each quiz can only be taken one time.