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Graduate Course Proposal Form Submission Detail - MHS6413

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Current Status: Approved, Permanent Archive - 2007-05-07
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1701 2007-01-29
     
    Department College Budget Account Number
    Psychological and Social Foundations ED 172500
     
    Contact Person Phone Email
    Street, Marian Sue 9741262 street@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    MHS 6413 School Counselor Accountability and Curriculum

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    SCHOOLCOUNSLR ACCNTBLTY&CURRIC
     
    Course Online? Percentage Online
    -

    Prerequisites

    MHS 6006

    Corequisites

    NA

    Course Description

    This course prepares school counselors to assume their role and responsibilities in meeting the demands of school reform. Students compile instructional guidance units, using evidence-based content and strategies, to facilitate K-12 student development.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    A. It is necessary to add this course because the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the national accrediting body for Counselor Education Programs, reviewed the USF program in the Spring, 2005, and accr

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is required by CACREP, our national accrediting body, to meet the training requirements of school counelors.

    It is a required course for school counselors, typically taken the semester prior to practicum.

    While it informs about many school reform issues, the applications are for school counseling, thus the course is specific to training of school counselors.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Five times: Summer, 2005;

    Fall, 2005;

    Spring, 2006 (Tampa);

    Spring 2006 (Lakeland);

    Summer, 2006.

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    A. A graduate degree in counseling, with an emphasis on school counseling; preferably direct employment experience as a counselor in schools;

    B. A thorough and comprehensive understanding of school reform policies and requirements, and the impact of these throughout public schools today;

    C. This understanding should emanate from direct current school experiences in the classroom and in discussions with students, teachers and parents about the demands and effects of school reform.

    D. An understanding of those variables evidencing an impact, positive or negative, on student school achievement; further, an awareness of best practices in place today in schools.

    E. The instructor must be a credentialed faculty member


  4. Other Course Information

    A. Objectives

    Course Objectives:

    The USF College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, Ethics, and Diversity, key tenets in the Conceptual Framework of the

    College of Education. Competence in these ideals will provide candidates in educator

    preparation programs with skills, knowledge, and dispositions to be successful in the schools of

    today and tomorrow. MHS 6413 addresses all six standards prioritized by the USF College of Education: Collaboration; Content and Professional Knowledge; Technology; Reflection, Analysis and

    Inquiry; Ethics and Diversity; and Student Learning and Development, as identified below.

    As a result of completing the assignments in this course students will demonstrate the competencies listed below. Each competency includes identification of the standards this competency meets from the USF College of Education Conceptual Framework (CF); the Florida Accomplished Practices (AP) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP), which accredits the USF Counselor Education Program. The CACREP section specifically designates competencies meeting the Standards for School Counseling Programs, as this is a course designed for school counselors.

    a. Knowledge of No Child Left Behind as well as other federal and state legislation and mandates impacting schools today, including the history of the ESEA funding; (CF: 2.Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry) (AP: 8) (CACREP A 1,2,6,7)

    b. Understanding the impact of the FCAT on the role of the school counselor, the teacher, the students and the parents. (CF: 1. Collaboration; 5. Ethics and Diversity); (AP: 3, 6, 11) (CACREP: A1,2,3,7,9;B2,3:C1a,d;)

    c. Understanding the requirements of schools and school districts by No Child Left Behind, including the AYP and school grading; (CF: 2. Content and Professional Knowledge; 3. Technology);(AP: 1, 8, 12) (CACREP A1,2,6,7)

    d. Knowledge of web sites posting current information and outcomes of the school reform movement on both state and national levels; (CF: 2. Content and Professional Knowledge; 3. Technology); ) (AP: 1, 10, 12) (CACREP A 1,2,6,7,10; C1g)

    e. Knowledge of appropriate development and implementation of interventions designed to demonstrate counselor accountability and support of the school academic mission; (CF: 1. Collaboration; 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development) (AP: 1, 3,4,5, 7,8,9, 10,11, 12) (CACREP A 2,3,4,10 B 1-7, C 1 a,b,c,d, 2b, 3 a,d)

    f. Knowledge of the major elements of a comprehensive developmental school guidance program, as defined by the Florida Guidance Framework; (CF: : 2. Content and Professional Knowledge; 5. Ethics and Diversity; 6. Student Learning and Development) (AP: 8, 11) (CACREP A 2,3,6,10,11; B2,3,4,5,6; C 1b-g; 2a-h; 3b,d)

    g. Skills in locating and disaggregating school-based data; understanding of how to use these to develop a guidance curriculum that will support the developmental need of the student population as well as the school mission; (CF: 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development)(AP: 1, 7,8,10, 11, 12)( CACREP: A4,10; B2,3,6; C1a,b,c,d)

    h. Skills in developing curriculum that is driven by student outcomes; constructing clear relationships among targeted student outcomes, curriculum content and approaches to measuring student outcomes when constructing guidance curriculum; (CF: 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 6. Student Learning and Development); (AP: 1, 8,9, 10)(CACREP: A2,6; B2,3,6; C1a,d;2a,b,d,e; 3d).

    i. Knowledge of effective development and construction of lesson plans that comprise a guidance curriculum unit; (CF: 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 6. Student Learning and Development); (AP: 4, 8,9, 10, 11, 12) CACREP: A2,6; B 3,4,5,6; C1b,c;)

    j. Knowledge of how to locate and obtain resources to use in constructing a comprehensive and effective school guidance curriculum ; (CF: 2. Content and Professional Knowledge; 3. Technology);(AP: 3,4, 8, 10, 11, 12) (CACREP: A3,9; B2,5; C1f,g; 2f,g; 3b)

    k. Development of a curriculum focusing on developing ten student school success skills over 15 class sessions; (CF: 2. Content and Professional Knowledge; 4.

    Reflection, Analysis and Inquiry; 6. Student Learning and Development);(AP: 1, 4, 8,9, 11,10) (CACREP: A 2,6; B 2-7; C 1 a,b,c,d,g; 2 a,b,c,e; 3 a,b,d)

    l. Knowledge of strategies and initiatives that encourage higher minority academic achievement at the individual school level; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development);(AP: 4,5,7,8, 9, 10, 11, 12) (CACREP A 2,3,4,6,8,9; B1,2,3,4;C1a,c,d; 2 b,f,g,h;3b,c,d)

    m. Knowledge of barriers to academic achievement likely facing students in individual local schools, and strategies for dissolving these barriers; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Diversity; Academic Excellence) (AP: 3, 5,7,8, 10, 11)(A1,2,6,8,9; B 1,2,3,4,5; C1a,b,d; 2b,c,d,f,g,h; 3a,b,c,d)

    n. Knowledge of variables that contribute to a school climate which encourages connectedness, student perseverance and academic achievement; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Academic Excellence) (AP: 3, 7,8, 9, 10, 11) (CACREP: A 6,8,9; B 1-7; C 1 a-f; 2 a-h; 3a-d)

    o. Understanding of major models of learning styles and the most effective means of addressing each of those styles when designing curriculum; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Research) (AP: 4, 9, 10) (CACREP: A6, B3, C1c,d; 3c,d)

    p Skills in designing multi-purpose interventions that combine academic support and counseling, such as a group intervention that combines reading support and bibliotherapy; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 6. Student Learning and Development Academic Excellence) (AP: 4, 8, 9, 10, 11); (CACREP: A 2,4,6,8,9; B 3,4,6,7; C 1a,b,c,d; 2 a,b,c,e; 3 a,d )

    p. Knowledge of how and where to locate evidence-based interventions for students experiencing learning and behavioral challenges; (CF: 1.Collaboration; 2. Content

    and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Research) (AP: 1,4, 8,10, 12)

    (CACREP: A10; B2,3; C1c,d,g; 3a,b,c,d)

    r. Skills in evaluating effectiveness of an intervention in progress and changing the Intervention to be more effective; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6.Student Learning and Development Research) (AP: 1, 4, 8, 9, 10, 12) (CACREP: A 10; B 2,3,6; C 1a,c,d,e,g; 2f,g; 3 a,b,c,d)

    B. Learning Outcomes

    As a result of completing the assignments in this course students will demonstrate the competencies listed below.

    a. Knowledge of No Child Left Behind as well as other federal and state legislation and mandates impacting schools today, including the history of the ESEA funding; (CF: 2.Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry) (AP: 8) (CACREP A 1,2,6,7)

    b. Understanding the impact of the FCAT on the role of the school counselor, the teacher, the students and the parents. (CF: 1. Collaboration; 5. Ethics and Diversity); (AP: 3, 6, 11) (CACREP: A1,2,3,7,9;B2,3:C1a,d;)

    c. Understanding the requirements of schools and school districts by No Child Left Behind, including the AYP and school grading; (CF: 2. Content and Professional Knowledge; 3. Technology);(AP: 1, 8, 12) (CACREP A1,2,6,7)

    d. Knowledge of web sites posting current information and outcomes of the school reform movement on both state and national levels:(CF: 2. Content and Professional Knowledge; 3.Technology);(AP: 1,10,12)(CACREP A ,2,6,7,10; C1g)

    e. Knowledge of appropriate development and implementation of interventions designed to demonstrate counselor accountability and support of the school academic mission; (CF: 1. Collaboration; 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development) (AP: 1, 3,4,5, 7,8,9, 10,11, 12) (CACREP A 2,3,4,10 B 1-7, C 1 a,b,c,d, 2b, 3 a,d)

    f. Knowledge of the major elements of a comprehensive developmental school guidance program, as defined by the Florida Guidance Framework; (CF: : 2. Content and Professional Knowledge; 5. Ethics and Diversity; 6. Student Learning and Development) (AP: 8, 11) (CACREP A 2,3,6,10,11; B2,3,4,5,6; C 1b-g; 2a-h; 3b,d)

    g. Skills in locating and disaggregating school-based data; understanding of how to use these to develop a guidance curriculum that will support the developmental need of the student population as well as the school mission; (CF: 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development)(AP: 1, 7,8,10, 11, 12)( CACREP: A4,10; B2,3,6; C1a,b,c,d)

    h. Skills in developing curriculum that is driven by student outcomes; constructing clear relationships among targeted student outcomes, curriculum content and approaches to measuring student outcomes when constructing guidance curriculum; (CF: 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 6. Student Learning and Development); (AP: 1, 8,9, 10)(CACREP: A2,6; B2,3,6; C1a,d;2a,b,d,e; 3d).

    i. Knowledge of effective development and construction of lesson plans that comprise a guidance curriculum unit; (CF: 2. Content and Professional Knowledge; 4. Reflection, Analysis and Inquiry; 6. Student Learning and Development); (AP: 4, 8,9, 10, 11, 12) CACREP: A2,6; B 3,4,5,6; C1b,c;)

    j. Knowledge of how to locate and obtain resources to use in constructing a comprehensive and effective school guidance curriculum ; (CF: 2. Content and Professional Knowledge; 3. Technology);(AP: 3,4, 8, 10, 11, 12) (CACREP: A3,9; B2,5; C1f,g; 2f,g; 3b)

    k. Development of a curriculum focusing on developing ten student school success skills over 15 class sessions; (CF: 2. Content and Professional Knowledge; 4.

    Reflection, Analysis and Inquiry; 6. Student Learning and Development);(AP: 1, 4, 8, 9, 11,10) (CACREP: A 2,6; B 2-7; C 1 a,b,c,d,g; 2 a,b,c,e; 3 a,b,d)

    l.Knowledge of strategies and initiatives that encourage higher minority academic achievement at the individual school level; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development);(AP: 4,5,7,8, 9, 10, 11, 12) (CACREP A 2,3,4,6,8,9; B1,2,3,4;C1a,c,d; 2 b,f,g,h;3b,c,d)

    m. Knowledge of barriers to academic achievement likely facing students in individual local schools, and strategies for dissolving these barriers; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Diversity; Academic Excellence) (AP: 3, 5,7,8, 10, 11)(A1,2,6,8,9; B 1,2,3,4,5; C1a,b,d; 2b,c,d,f,g,h; 3a,b,c,d)

    n. Knowledge of variables that contribute to a school climate which encourages connectedness, student perseverance and academic achievement; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Academic Excellence) (AP: 3, 7,8, 9, 10, 11) (CACREP: A 6,8,9; B 1-7; C 1 a-f; 2 a-h; 3a-d)

    o. Understanding of major models of learning styles and the most effective means of addressing each of those styles when designing curriculum; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Research) (AP: 4, 9, 10) (CACREP: A6, B3, C1c,d; 3c,d)

    p.Skills in designing multi-purpose interventions that combine academic support and counseling, such as a group intervention that combines reading support and bibliotherapy; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 6. Student Learning and Development Academic Excellence) (AP: 4, 8, 9, 10, 11); (CACREP: A 2,4,6,8,9; B 3,4,6,7; C 1a,b,c,d; 2 a,b,c,e; 3 a,d )

    p. Knowledge of how and where to locate evidence-based interventions for students experiencing learning and behavioral challenges; (CF: 1.Collaboration; 2. Content

    and Professional Knowledge; 3. Technology; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6. Student Learning and Development Research) (AP: 1,4, 8,10, 12)

    (CACREP: A10; B2,3; C1c,d,g; 3a,b,c,d)

    r. Skills in evaluating effectiveness of an intervention in progress and changing the Intervention to be more effective; (CF: 1.Collaboration; 2. Content and Professional Knowledge; 4.Reflection, Analysis and Inquiry; 5. Ethics and Diversity; 6.Student Learning and Development Research) (AP: 1, 4, 8, 9, 10, 12) (CACREP: A 10; B 2,3,6; C 1a,c,d,e,g; 2f,g; 3 a,b,c,d)

    C. Major Topics

    1.0 History of the Development of Public Education and the major Influences on Educational Curriculum

    2.0 No Child Left Behind and School Reform

    (a) Web Sites to be consulted weekly:

    Fl.doe.ed edtrust.org umass.edu/schoolcounseling

    3.0 FCAT and Sunshine State Standards

    3.1 Academic skills/SSS measured by the FCAT;

    3.2 Recent revision of SSS;

    3.3 Review of SSS in all academic areas;

    4.0 FCAT Impact on Schools and School Districts;

    4.1 School grading

    4.2 Annual Yearly Progress

    4.3 Decisions about school money awards

    5.0 FCAT Impact on the Roles of Students, Teachers, and Counselors

    5.1 Student Retention

    5.2 Teacher Stress

    5.3 Counselors: The Relationship of Personal Counseling to Academic

    Counseling/Guidance

    6.0 Disaggregating Data

    6.1 How to locate data for individual schools

    6.2 Federal requirements for data disaggregation; how to use these categories;

    6.3 Identifying specific needs of specific groups using disaggregated data;

    7.0 The Florida Framework and elements of a Comprehensive School Guidance Program

    7.1.1 Moving from Objectives to Student Outcomes

    7.1.2 Developing Skills and Competencies

    7.1.3 Evaluating Development of Competencies

    8.0 Counselor Role in School Reform: Accountability

    8.1.1 Importance of demonstrating school counselor effectiveness

    8.1.2 Counselor collaboration with other school professionals;

    8.1.3 Counselors’ role is to prepare students for learning;

    9.0 Counselor construction of Accountability Projects

    9.1 Steps for implementing an accountability project: MEASURE

    9.2 Projects support the School Academic Mission

    9.3 Projects provide Developmental Counseling.

    10.0 Strategies for Enhancing Minority Achievement:

    10.1 Barriers to Academic Achievement

    10.2 Dissolving Barriers to Minority Achievement

    10.3 Minority skill-building and support groups

    11.0 Developing Student Success Skills units for Prevention and Intervention

    a. Develop fifteen lessons instructing ten skills

    b. Organization, Goal-Setting, Time Management: required units

    c. Additional study and social skills contributing to school success

    12.0 .Identification of all elements needed to develop an effective curriculum:

    a. Goals, Student Outcomes, Procedures, Handouts, Evaluation

    b. Bibliography of Readings and Resources

    c. Rationale for the chosen student outcomes

    d. Evidence for chosen interventions and strategies

    13.0 Constructing Lesson Plans driven by Student Outcomes

    a. Define skills

    b. Define student outcomes for each lesson

    c. Procedures: Handouts, role play, small groups

    d. Lesson Evaluation must target each student

    14.0 Identification of where to find materials to include in an effective curriculum:

    a. Web sites

    b. Books

    c. County Office

    d. Other counselors and colleagues

    e. State and national counseling conferences

    f. Professional literature

    15.0 Evaluation Approaches for Program participants and Program effectiveness;

    a. prep, post- knowledge tests

    b. pre-, post- attitude changes

    c. Open-ended comments about program usefulness;

    d. Role Play appropriate execution of skills

    16.0 Teaching Fundamental Reading Skills

    (1) Reading Skills and Bibliotherapy

    (2) Lexile Scores

    (3) Florida Reading Research Center

    (4) Bibliotherapy and Relevant Books

    17.0 Supporting Classroom Teachers

    (1) Field and Action Research in the Classroom

    (2) Evaluating instructional strategies for learning outcomes effectiveness

    (3) Strategies for Managing Classroom Behavior

    18.0 The Problem Solving Method and Response to Intervention

    (1) Identifying student problems using data;

    (2) Assess possible causes of problems;

    (3) Research evidence-based interventions to address the probable cause;

    (4) Monitor student progress and revise intervention as necessary

    19.0 Learning Styles and Applications to Achievement

    (1) Major approaches to learning styles

    (2) Impact of learning styles on classroom achievement

    (3) Effective study techniques for each style

    20.0 Relationships among school climate, school connectedness and academic achievement

    (1) Contributors to school violence

    (2) Impact of bullying

    (3) Counselor leadership in creating positive school environment

    (4) Significance of teacher-student mentoring

    D. Textbooks

    Burden, P. (2004). An educator’s guide to classroom management. Boston: Houghton Mifflin.

    Edtrust.org Website for most recent reports and evaluations of findings related to educational reform; www.edtrust.org

    Florida DOE Register to receive policy memos from various departments www.fldoe.ed

    Florida’s School Counseling and Guidance Framework: A Comprehensive Student Development Program Model. Florida Department of Education, Tallahassee, FL. (instructor supplies)

    Johnson, S., Johnson, C., & Downs, L. (2006). Building a results-based student support program.Boston:L

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.