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Chapter 2
EDUCATIONAL SERVICE DELIVERY

This chapter discusses DISD's educational service delivery function in nine sections.

A. Student Performance and Instructional Program Delivery
B. Special Education
C. Gifted and Talented Education
D. Career and Technology Education
E. Bilingual Education/English as a Second Language
F. Title I/State Compensatory Education
G. Health Services
H. Counseling
I. Staff Development

H. COUNSELING

The 1996-2000 Long Range Plan of the State Board of Education for Public School Education cites a goal of the State Board of Education: to provide all Texas students with equal access to developmental guidance and counseling. The Texas Education Code, Chapter 21.356, requires the commissioner of education to develop and periodically update a counselor job description and to consult with the state guidance association in doing so.

In 1998, TEA published a revised Model Developmental Guidance and Counseling Program Guide. The guide addresses program "balance," which is to be achieved by allocating resources both to developmental guidance and counseling. The guide recommends that school counselors spend a portion of their time on each of four activities: Guidance Curriculum, Responsive Services, Individual Planning and System Support. The amount of time devoted to each should be dictated by student needs. Exhibit 2-76 summarizes TEA's suggested standards for allocating time among these activities.

Exhibit 2-76
State Recommended Distribution of
Counselor Time
By Percentage Rate
Grade Level Elementary School Middle School High School
Guidance Curriculum 35-45% 35-40% 15-25%
Individual Planning 5-10% 15-25% 25-35%
Responsive Services 30-40% 30-40% 25-35%
System Support 10-15% 10-15% 15-20%
Source: Texas Education Agency, A Model Developmental Guidance and Counseling Program for Texas Public Schools, pp. 21-23.

TEA's revised developmental guidance and counseling model differs from previous models in that it moves counseling from a reactive model to one that is planned and based on priorities; from information dissemination to developmental curriculum; and from a focus on clerical and administrative tasks to the attainment of student goals. Based on the national and Texas performance standards for school counselors, the counselor's role in testing is to interpret test results to students, parents and teachers and use test results as a tool for education planning.

DISD has 177 elementary, 65 middle school and 117 high school counselors. Their mission, as described by the district, is "To promote and support academic excellence and personal well-being for all students." The district has clearly defined, written performance standards for elementary, middle and high school counselors.

The Counseling Department publishes an annual counseling calendar and planner for each level (elementary, middle and high school). Each planner bears a theme or logo that reflects the year's emphasis as chosen by the counselors for that grade level. The planner serves as a guide to counselor activities throughout the year, providing a scope and sequence of counseling activities. Beginning with the four components of school guidance-guidance curriculum, responsive services, individual planning and system support-the planners set out major goals for each month and activities to be accomplished related to each component. Exhibit 2-77 summarizes typical activities that counselors should engage in for each component.

Exhibit 2-77
Guidance Components and
Typical Activities

Component		 Guidance
Curriculum		 Responsive
Services		 Individual
Planning		 System
Support
Typical Activities Present lessons in self-confidence and motivation to achieve, decision-making, goal-setting, planning, problem-solving, interpersonal effectiveness, communication skills, cross-cultural awareness and responsible behavior. In individual and/or group sessions, address students' immediate concerns across a spectrum of issues: academic, school-related, and personal concerns (grades, tardiness, dropout prevention), sexuality issues, family relationships, grief and loss, and coping with stress. Help students with activities ranging from development of study skills, academics planning, career awareness and goal-setting. Engage in activities such as guidance program development, parental education, professional training, and consultation with teachers, administrators, community outreach and public relations.
Source: DISD, School Counselor Performance Standards.

The calendar/planner lists all professional training opportunities, department meetings, and key activities for the year. Within the broad outlines set out in the annual planner, each counselor's role is coordinated with the local campus plan; the counselor selects activities that address unique needs at his or her campus.

FINDING

Counselors' responsibility for coordinating the testing program negatively impacts the effectiveness and quality of counseling services provided to students. Coordination of the testing program involves a wide range of administrative responsibilities, including teacher supervision, campus accountability, teacher training, test security and facilities management. DISD counselors have identified 41 administrative tasks they are required to undertake in their roles as test coordinators (Exhibit 2-78).

Exhibit 2-78
Test Coordination Tasks
TASK
1. Be familiar with test objectives for various instructional levels.
2. Be able to answer questions from teachers, parents and others regarding the testing policies of DISD, testing dates, test interpretation, levels of testing, exemptions, etc.
3. Know about all tests administered in the building
4. Attend all systemwide test coordinator's meetings.
5. Maintain log of students who transfer in and out of the school during the year.
6. Ensure that the CRC/Data Controller updates the database as needed.
7. Register private school students for testing in January, February and March if they did not take the Stanford 9 in the previous spring and want to attend a magnet school. Forward registration to System wide Testing by applicable deadline(s).
8. Design and print test administration guidelines for teachers.
9. Receive all testing shipments sent to the school.
10. Train all teachers on test administration and coding procedures for various tests.
11. Have all test administrators and principals sign security oaths and keep them on file for a year.
12. Ensure that teachers know which students should take what tests. Provide a printed list indicating students taking off-level or alternate tests.
13. Familiarize all teachers with testing procedures and answer any questions they may have before testing begins.
14. Prepare and distribute flyers for parents and students (in English and Spanish) regarding suggestions for successful test-taking.
15. Count all test administration manuals, test booklets and answer sheets to be certain that there are enough for all participants. Order additional materials if short.
16. When necessary, go to the Service Center to pick up needed materials.
17. Ensure confidentiality and follow test security procedures daily while tests are in the building.
18. Obtain class rosters and arrange all testing materials in classroom sets for easy pickup and logging out.
19. Distribute blank answer documents to teachers who do not have precoded documents.
20. Log all materials checked out to teachers on a materials security form.
21. Check in and count all testing materials on a daily basis during testing.
22. Walk through classrooms to be certain that test-related items on walls and bulletin boards are covered.
23. Intercept students who come to school late on testing days and make special arrangements for them.
24. Monitor classes during testing.
25. Check and complete student answer sheets with missing information (e.g. bubbles, student ID, PEIMS, etc.). Clean up stray marks.
26. Copy all 4th and 8th grade TAAS writing samples prior to sending in for scoring and give to principal/dean to hold until release date.
27. Package answer sheets by class sets in paper wrappers.
28. Box test booklets and answer sheets for return.
29. Hand-deliver scorables to S.J. Hay or the Service Center.
30. Order TAAS practice materials for students.
31. Keep a record of all students not tested, the reason, off-level testing, etc. for the entire school population.
32. Xerox all class rosters for each test to indicate if students are exempt, off level, absent, or had other special circumstances.
33. Check on discrepancies in scoring with Systemwide Testing.
34. Place test results labels on students' cumulative cards.
35. Copy all test information for students applying to magnet schools.
36. When enrolling new students, call their previous schools to get test information before cumulative folder/transcript arrives.
37. Instruct staff members on how to profile student progress using test results.
38. Administer the Woodcock-Munoz to eligible ESL students. Test individuals and send answer documents for scoring.
39. Receive the Woodcock-Munoz scores and give copies to LPAC, teachers, principal, etc.
40. Attend ARD meetings to check on the testing status of all students receiving special education services.
41. Attend appropriate LPAC meetings to keep informed of the testing status of ESL students and to ensure that the LPAC is informed of students' level changes.
Source: DISD Counseling Department.

According to DISD's Counseling Performance Standards, counselors must spend at least 90 percent of their time planning, implementing and evaluating the comprehensive guidance program. As already noted, however, counselors must spend a great deal of their time on administrative duties involved with the district's testing program. During 1999-2000, elementary school counselors were required to coordinate approximately 16 standardized tests; middle school counselors coordinate 18 standardized tests; and high school counselors coordinate 15 standardized tests. Exhibit 2-79 shows the tests administered for each level.

Exhibit 2-79
Tests Coordinated by DISD Counselors
1999-2000
Elementary
Diagnostic Skills Profile (Fall and Spring) TAAS Writing English
TAAS Writing Spanish Special Education Alternative Assessment
Reading Proficiency Tests in English Stanford 9 Achievement Test
APRENDA 2 Bilingual Test TAAS Math, Reading
TAAS Spanish Math, Reading Perfil Diagnostico Destreza (PDD)
Examination for Acceleration Credit by Exam
Woodcock Munoz Language Survey Reading Inventory K-2
Middle School
Diagnostic Sills Profile (Fall and Spring) Alternative Assessment (Special Education)
PSAT (eight grade students) TAAS Writing
Reading Proficiency Test in English (Fall and Spring) TAAS Reading, Math
Woodcock Munoz Language Survey TAAS Science, Social Studies
Stanford 9/ITBS Comparison Assessment Stanford 9 Achievement Test
Assessment of Course Performance (ACP) (Fall and Spring) Credit By Exam
End of course exams (Fall and Spring) Examination for Acceleration
High School
TAAS Exit Writing Exam (Fall and Spring) Woodcock-Munoz Language Survey
TAAS Exit Reading Exam (Fall and Spring) TAAS Exit Math Exam (Fall and Spring)
Preliminary Scholastic Aptitude Test (PSAT) Stanford 9 Achievement Test
Assessment of Course Performance (Fall and Spring Advanced Placement (AP) Exams
End of Course Exams (Fall and Spring) Reading Proficiency Test in English
High School Counselors Also Prepare/Enroll Students in the Following:
Scholastic Aptitude Test (SAT) Credit by Exam
American College Testing (ACT) ACP Credit Validation
Texas Assessment of Scholastic Proficiency (TASP) Examination for Acceleration
Armed Services Vocational Aptitude Battery (ASVAB)
Source: DISD Counseling Department.

In addition, high school counselors prepare and enroll students for the Scholastic Aptitude Test, ACT, Texas Assessment of Scholastic Proficiency, Armed Services Vocational Aptitude Battery, Credit by Exam, Assessment of Course Performance Credit Validation and Examination for Acceleration.

In some schools, counselors are unable to provide an effective guidance program because the testing program consumes more than 50 percent of their time, leaving little time for individual and group counseling and crisis intervention. Counseling resources devoted to activities unrelated to counseling, moreover, are not reimbursable under Medicaid.

Administrators, principals, teachers, parents and students surveyed by TSPR all expressed dissatisfaction with the current counseling program. Less than a majority of respondents in every category agreed that the career-counseling program is effective. The same was true when respondents evaluated the college counseling program and counseling of parents.

As part of a regular program evaluation, three DISD counseling task forces of 20 middle school counselors, 20 high school counselors and 30 elementary school counselors met in spring 2000 to identify barriers to effective counseling and guidance. Each group overwhelmingly cited test coordination as the primary problem compromising their effectiveness. Lack of time prevents counselors from delivering a developmental counseling program, providing individual guidance and addressing issues relating to child abuse, suicide threats, family problems, substance abuse and other mental health issues.

Recommendation 48:

Relieve counselors of administrative and testing activities so that they can devote their time to providing direct services to students.

Time spent by counselors in the coordination of the testing program adversely impacts the district's ability to receive Medicaid funds reimbursed for services rendered by a counselor. A certified faculty member should be assigned to coordinate testing on a part-time basis.

IMPLEMENTATION STRATEGIES AND TIMELINE
1. The superintendent directs that a certified employee in each secondary school be assigned to plan and implement the school's testing program on a half-time basis. September 2001
2. The superintendent directs elementary school principals to review their existing counselor duty assignments to identify duties not related to counseling. September 2001
3. The elementary principals develop a plan to transfer all of these unrelated duties to other personnel. September 2001
4. Counselors are relieved of duties not related to counseling and begin to move toward compliance with TEA-recommended standards. September 2001 Ongoing

FISCAL IMPACT

This recommendation could be accomplished at the elementary level with existing resources by reassigning existing personnel. At the secondary level, the estimate assumes that a certified person can be assigned as test coordinator on a half-time basis (34 FTEs for 67 secondary school campuses). Assuming an average teacher salary level of $39,041 plus $2,272 in benefits times 34, the cost of this proposal would be $1,404,642 per year. Some of the cost in future years would be offset by increased Medicaid reimbursement as counselors have more time to engage in activities eligible for such reimbursement.

Recommendation 2001-02 2002-03 2003-04 2004-05 2005-06
Relieve counselors of administrative and testing activities so that they can devote their time to providing direct services to students. ($1,404,642) ($1,404,642) ($1,404,642) ($1,404,642) ($1,404,642)