Vertical Alignment in Your K-12 School Counseling Program
Written by: Lydia McNeiley
In education, we often hear about vertical alignment in reference to the curriculum teachers use for different grade levels. One grade level builds off of what was taught to the student the year before. However, we typically do not hear the term vertical alignment when referencing school counseling. But, as we think about our profession, a comprehensive school counseling program should not simply repeat the same lessons at each grade level, but should instead offer developmentally appropriate support that builds as students progress through grade levels. This intentional planning and coordination of counseling services across grade levels is also known as vertical alignment. In a vertically aligned school counseling program, lessons are differentiated and sequenced to transition seamlessly from elementary to middle to high school, ensuring that students receive the support they need at each stage of their development.
“In a vertically aligned school counseling program, lessons are differentiated and sequenced to transition seamlessly from elementary to middle to high school, ensuring that students receive the support they need at each stage of their development.”
The recent changes in graduation requirements in Indiana highlight the importance of vertical alignment in a comprehensive school counseling program. School counselors play a crucial role in supporting student success by providing consistent services that equip students to manage academic and social challenges. With college enrollment for Indiana high school students remaining at about 53 percent, it is essential to develop intentional curricula that address the ever evolving needs of our students.
Where do we begin?
Collaboration is key as we develop our curriculum. This should occur not only within grade levels, but also across buildings and the entire district. For example, elementary, middle, and high school counselors should all be working together to ensure smooth transitions for students and to avoid repeating curriculum. Aligning lessons across the district can be achieved by creating a district-wide scope and sequence. This would ensure that if a student transfers to a different school within the district, their lessons would mirror those at their previous school, ensuring equitable practices and maintaining consistency in their education.
It is also important to collaborate with administrators to find out what the goals are for your school and your district. Does your school improvement plan discuss an improvement in graduation rates or student achievement? It probably does. As we build our program, it’s important that we discuss with our administrators the great work we are planning and share the data proving the positive impact it has on student achievement.
What would an example of vertical alignment look like in a K-12 space?
Let’s think for a second about the Hatching Results MTMDSS (Multi-Tiered, Multi-Domain System of Supports) framework, which is the organization of school counseling program supports and data-based decision-making across three tiers of intensity: Tier 1 universal supports, Tier 2 targeted supports, and Tier 3 intensified supports. These varying services provide the necessary support for ALL students in the three domains of school counseling: academic, college and career, and social/emotional.
To provide comprehensive Tier 1 support under the college and career domain in elementary school, we can implement a range of lessons and activities designed to spark students’ curiosity and encourage exploration. This might include:
- Career Day: Inviting guest speakers from diverse professions to share their experiences and insights.
- Career Exploration Lessons: Integrating career-related themes into existing curriculum, such as reading books about different jobs or writing about future aspirations.
- Field Trips: Organizing visits to workplaces, colleges, and universities to expose students to various career paths and educational environments.
- Mentorship Programs: Pairing students with mentors who can provide guidance and support as they explore their career interests.
In 4th and 5th grade, students can be introduced to the six career zones through classroom lessons, interactive activities, games, and projects that help them identify their strengths and interests.
As students transition into middle school, they should be introduced to all career clusters through a combination of classroom instruction, career exploration activities, and individual student planning. Interest inventory assessments can be used to help students identify their preferences, and they should begin developing individualized learning plans that align with their career goals.
In high school, school counselors can work with students to revisit and update their individual student plans, incorporating more specific goals and action steps. They should also begin developing four-year plans that outline their post-secondary education or career training options. College tours, non-traditional career fairs, FAFSA completion lessons, and other activities can help prepare students for success.
Although this is an example of alignment for College and Career Readiness, it is important that as school counselors, we work in all three of our domains. As you think about what this could look like for addressing the social/emotional and academic domains, remember to talk to your colleagues who are working in other grade levels. What are the needs of students they are seeing? What opportunity gaps are there?
For instance, elementary school counselors can collaborate with middle school colleagues to identify areas where elementary students need additional support to be prepared for the middle school transition. Similarly, middle school counselors can work with high school colleagues to ensure that middle school students are equipped with the knowledge and skills necessary for success in high school.
“Vertical alignment in school counseling ensures students are equipped for the 21st-century workforce by providing a comprehensive and sequential approach to curriculum, tailored to individual student needs and offering diverse pathways to student success.”
Conclusion
Vertical alignment in school counseling ensures students are equipped for the 21st-century workforce by providing a comprehensive and sequential approach to curriculum, tailored to individual student needs and offering diverse pathways to student success. By working together and sharing insights about student needs at each level, counselors can better align their efforts and create a seamless experience that addresses the diverse college and career, academic, social, and emotional development needs of all students.
Resources
Career zones. K. (n.d.). https://www.kentisd.org/educators/career-readiness/framework/k-6/career-zone/
Multi-tiered, multi-domain system of supports (MTMDSS). Hatching Results – School Counselor Training. (n.d.). https://www.hatchingresults.com/multi-tiered-multi-domain-system-of-supports
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