ASCA National Model Susan R Rose Ph D

ASCA National Model Susan R. Rose, Ph. D. Oldham County Counselor Institute June 11, 2009

What prevents me from embracing new ideas? n n n I am comfortable (amid the chaos) I know this job – it is predictable I know what is expected of me I have a vision of a stable future I have a routine This is just another in a long line of new ideas, to come and go n and ….

We have a sales job to do: • We need to sell this program to our administration both at the district level and at the school level • We need to sell this program to ourselves

What others are saying … “Little evidence exists between the intended effects of counseling activities and the students’ perception of the usefulness of guidance at their schools. ” - Zoe Corwin, AERA, April 2004

The Old Question was … “What do counselors do? ”

The New Question … “How are students different BECAUSE of the school counseling program? “

The New Essential Question: How Has Student Achievement Increased as a Result of What Counselors Do? School Counseling Programs are about RESULTS.

“The American School Counselor Association has created the National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize student achievement and success. ” (ASCA, 2003).

National Model Programs: • Are focused on improving academic achievement and eliminating the achievement gap. • Operate from a mission that is connect with the school district’s mission and educational reform agendas.

National Model Programs: • Operate from a formal set of Student Learning Objectives that are – – connected to National Standards aligned with State Curriculum Frameworks aligned with district standards based on measurable student learning outcomes • Are data-driven and accountable for student outcomes

ASCA National Model

The ASCA National Model • Overview of the Model • Themes – – Leadership Advocacy Collaboration Systemic Change

School Counseling Program Career Development Outcomes Systemic Interventions School Counseling Outcomes Academic Development Outcomes Individual Interventions Personal/Social Development Outcomes

School Counseling Program Career Development Outcomes Systemic Interventions Academic Development Outcomes Individual Interventions Strong Evidence Weak Evidence School Counseling Outcomes Personal/Social Development Outcomes

“By aligning the School Counseling Program with district and school mission, reform initiatives and school improvement plans, professional school counselors are leaders and partners in systemic change to ensure equity and access to quality education and to promote career and personal/social development for all students. ”

The Law of Parsimony If we work with We reach Individuals Small groups 1 -10 12 -24 Classrooms 30 -60 Teachers 100 -300 School Climate 1000+

The ASCA National Model (cont. ) • The Elements – The Foundation • Beliefs • Assumptions • Values • Philosophy

The ASCA National Model: Foundation • Mission that is aligned with the district and school mission • Measurable Student Learning Objectives that are aligned with the ASCA National Standards and connect to State Curriculum Frameworks • Beliefs and Philosophy guide program development, implementation and evaluation

Vision Good : Your School’s Vision Better: Your District’s Vision Best: Counselor Vision for your district Stephen Covey’s Habit#2: Begin with the End in mind. The Cheshire Cat said: “If you don’t know where you’re going, you’ll end up somewhere else. ”

Mission Example: _____ County School Counselors will provide a school counseling program that will lead to student excellence in academic, career awareness, and social/personal development through working with students, parents, teachers, and others in the community.

The ASCA National Model – The Delivery System • School Guidance Curriculum • Individual Student Planning • Responsive Services • System Support

The ASCA National Model: Delivery System • Guidance Curriculum--structured developmental lessons connected with academic areas • Individual Student Planning--work with students and families to help all students develop personal goals and future plans • Responsive Services--meeting immediate student needs through crisis counseling, referral and follow-up • System Support--activities targeted at maintaining and enhancing the educational environment and school climate

The ASCA National Model – The Management System • Management Agreements • Advisory Council • Use of Data • Action Plans • Use of Time • Calendars

The ASCA National Model: Management System • Agreements with administrations ensure – effective implementation of the guidance program – connection of the program to student needs – connection of the program to district reform initiatives and school improvement plans. • Advisory Councils of parents, students, teachers, administrators, and community members to ensure that the program initiatives are responsive to needs.

The ASCA National Model: Management System • Data-driven management – Use of data to plan, monitor, evaluate, and modify interventions – Use of data to document how students are different as a consequence of program • Day-to day operation of the School Counseling Program is monitored and coordinated through – Action Plans – Audits of Time Use – Use of Master Calendars

ASCA National Model: Counselors Using Data to Spur Systemic Change • School Counselors must be proficient in: – Accessing data – Analyzing data – Interpreting data – Presenting data • School Counselors must use data to: – Create urgency for change – Change attitudes, policies & practices – Point out the system inequities – Advocate for system change

Use of Time • Day Planner • Spiral Bound Notebook to log meetings, calls, etc. • Phone Log • Calendars • Disseminated to the faculty, staff, parents • These documents are not only to document your time (Cover your ****), but also to make people aware of your contribution

Calendar Example 1 11: 40 – SBARC Mtg. Guidance Lesson – Test Taking Skills 4 11 18 25 5 9: 30 – A-Team Mtg. 6 2: 30 – Leadership Mtg. 12 9: 30 - SBARC Mtg. 11: 30 – ECE Placement Mtg. 2: 40 – Leadership Mtg. 19 7 13 9: 30 - SBARC Mtg. 27 Guidance, Walk. Throughs 15 9: 30 - SBARC Mtg. 1: 30 - SBARC Mtg. 2: 30 – ECE Dept. Mtg. 21 22 ILP Training at e. Main – Off Campus 28 Guidance, Walk. Throughs 8: 00 – 29 11: 00 BAC Training - Off Campus 12: 40 - SBARC Mtg. Shacklette visiting 12: 40 - SBARC Mtg. 3: 00 - SBARC Mtg. for Eisenhower 5 th grader at Eisenhower 26 8 2: 30 – Tardy Detention 14 8: 40 - SBARC Mtg. 9: 30 - SBARC Mtg. 12: 40 - SBARC Mtg. District M. S. Counseling Mtg. – Off Campus 2: 30 – Faculty Mtg. 20 9: 30 – A-Team Mtg. 12: 40 - SBARC Mtg. 7: 00 – Mtg. w/Teacher and Parent 9: 30 – SBARC Mtg. 12: 40 - SBARC Mtg. 11: 30 - SBARC Mtg. 29 9: 30 – A-Team Mtg. Guidance, Walk. Throughs w/Dr. Ledford 3: 30 Paint Ball Team outing w/staff 9: 00 – Meet w/ Hardship Trfr. Students 12: 40 - SBARC Mtg. 3: 00 – Mtg. w/parent re: student’s retention 9 16 Flexible Professional Development Day – No School for Students Scheduling, Walk. Throughs, Parent Meetings, Student Counseling & Conferences, etc. 3 10 17 23 24 30 31 Scheduling, Walk. Throughs, Parent Meetings, Student Counseling & Conferences, etc.

ASCA National Model: Counselors Using Data to Spur Systemic Change • To describe problems, plan programs, and target interventions to help students and to change systems. • To measure the outcomes of interventions and modify interventions based on results. • To account annually for results to constituencies in Result Reports. • To account annually for results to supervisors in school counselor performance evaluations. • To periodically evaluate the performance of the school counseling program. • To demonstrate the impact of school counseling on student achievement.

The ASCA National Model • The Flow

The ASCA National Model: Accountability System • Yearly Results Reports, including quantitative data on student change, are shared with all stakeholders. • School Counselor Performance Standards are used in annual performance evaluations. • Periodic Program Audit is used to ensure that the Program is targeted at the right goals and implementing interventions effectively.

RAMP • Show your administrators, school board and the community at large that you're committed to delivering a comprehensive, data-driven school counseling program. • Based on the ASCA National Model, the RAMP designation: – Gives you the confidence that your program aligns with a nationally accepted and recognized model – Helps you evaluate your program and areas for improvement – Increases your skills and knowledge of school counseling – Enhances your program's efforts toward academic achievement and student success – Identifies your school as an exemplary educational environment

RAMP • If your program successfully answers the question, "How are students different because of what school counselors do? " then you're ready to show the world that your program is "ramped up. ” • When your program achieves RAMP status, you receive: – An engraved plaque – Letter sent to your school board, principal and superintendent – Template press release for you to individualize and send to local press – Use of RAMP logo for your business cards, letterhead, Web site or printed materials – Recognition at ASCA's annual conference – Two tickets to the RAMP Awards Luncheon at ASCA's annual conference – Recognition in ASCA School Counselor magazine and on ASCA's Web site

Contact Information: • • Dr. Susan R. Rose (502) 468 – 1480 Counseling. Today@insightbb. com www. Counseling. Today. com

REFERENCES • The ASCA National Model: A Framework for School Counseling Programs - Second Edition • ASCA National Model Workbook