THE DR NORMAN C GYSBERS NATIONALLY RECOGNIZED MISSOURI

THE DR. NORMAN C. GYSBERS NATIONALLY RECOGNIZED MISSOURI PROGRAM AWARD: OVERVIEW

MISSOURI AWARD PROGRAMS The NRM is different from the DESE program entitled Gysbers Missouri Comprehensive School Counseling Program Award. However, much of the work done for the DESE Award will be able to be used for the NRM.

HOW DO ASCA RAMP AND THE NRM RELATE?

RAMP (RECOGNIZED ASCA MODEL PROGRAM) IS A NATIONAL RECOGNITION AWARD FOR EXEMPLARY SCHOOL COUNSELING PROGRAMS. RAMP IS AN EXEMPLARY PROFESSIONAL DEVELOPMENT EXPERIENCE THAT SUPPORTS SCHOOL COUNSELORS IN THEIR EFFORTS TO ALIGN THEIR SCHOOL COUNSELING PROGRAM WITH THE ASCA NATIONAL MODEL. THE AWARD IS GIVEN TO SCHOOLS, NOT DISTRICTS OR INDIVIDUAL SCHOOL COUNSELORS.

• Several years ago, ASCA approached MSCA and invited them to align their Gysbers Exemplary Program Award process with the RAMP process. • The Gysbers Exemplary Program Award is based upon the Missouri Comprehensive School Counseling Program (which also aligns with the National Model). • The alignment with RAMP allows Missouri schools earning the NRM Award to receive the RAMP Award (after submitting required information and paying the application fee-$250), thus receiving state and national recognition.

BENEFITS TO RAMP SCHOOLS

Free ASCA membership for all school counselors and building directors while the school maintains RAMP status beginning in October of the year RAMP is received. • The membership stays with the school. If a school counselor leaves a RAMP school, they do not take that membership with them. BENEFITS Recognition at ASCA’s annual conference and at MSCA’s annual awards ceremony. Two tickets to the RAMP Awards celebration at ASCA’s annual conference. Discounted conference registration the year RAMP is received.

Free conference registration for RAMP school principal the year RAMP is awarded. Engraved plaque from ASCA, and a special award from MSCA. MORE BENEFITS Communication is sent to the school’s principal, superintendent, school board, district director and state school counseling association. School is listed on the DESE website as being a RAMP recipient. Template press release is sent to the receiving school to individualize for the local press.

Use of RAMP logo for business cards, letterhead, website or printed materials. MORE BENEFITS School recognition in the ASCA School Counselor magazine and on the ASCA website. Recognition as being among the “Best of the Best” in Missouri and the United States!

OTHER INFORMATION

In 2017 -18, there were 140 RAMP schools in 23 states. 23 schools have earned RAMP at least 2 previous times. 175 applications were submitted. Missouri has not had a RAMP winner since 2012. We have never had a secondary school honored. HISTORY OF RAMP

Applications for the NRM/RAMP are submitted online in the fall of the year through the MSCA Awards site. The deadline is October 1 each year. If a Missouri school wins the NRM, they will receive an official letter from MSCA that will be sent to ASCA. A one time fee of $250 must accompany that letter to receive the ASCA RAMP is good for 5 years. After that, a school would re-RAMP. The NRM is also good for 5 years, after which schools would re. NRM.

SCORING A rubric is provided that clearly defines what each score means and requires. A school must have 90% or above of the total points to be awarded the NRM. Applications that earn 85 -89% of the points will have 10 days-2 weeks to make adjustments and resubmit for consideration. Applications will be scored by 3 who are trained on how to assign points. MSCA provides individual school coaching for this process, as well as professional development opportunities to work on the process.

THE KEY TO SUCCESS? ? FOLLOW THE RUBRIC!!!!!

SECTIONS OF THE NRM AWARD

I. ADMINISTRATOR STATEMENT • In this section, the administrator describes how the school counseling program is supported. – Specific examples of benefits seen from the implementation of the program – Actions taken by the administrator to support the program – A statement that indicates the type of evaluation instrument used to evaluate school counselors; this is also included as an artifact

II-A. PROGRAM VISION STATEMENT • The school counseling program’s vision statement communicates what school counselors hope to see for their students 5 -15 years into the future; it is future-oriented. It should align with the school’s/district’s vision statements (if available), and is informed by the school counseling program’s beliefs. – Describes the future world where student outcomes are successfully achieved. – Portrays a rich picture of success, providing a full image of what students become. – States the best possible student outcomes that are 5 -15 years away

II-B. PROGRAM MISSION STATEMENT • The school counseling program’s mission statement provides the focus and direction of the program so it reaches the vision. It creates one focus that ensures ALL students benefit from the implementation of a comprehensive school counseling program. – Aligns with the school’s mission statement – Emphasizes equity, access and success for every student – Indicates the long range results desired for all students – Is clear, concise and specific about the program’s intent and what it contributes to the school’s overall mission

NARRATIVE FOR II-A AND II-B • Both the vision and mission statements should be no longer than 2 sentences each. • In the narrative, you will provide a description of how the statements were developed. – You will want to make sure that a variety of stakeholders have input on these statements. – This is a great exercise for your Advisory Council to engage in.

II-C. THE BUILDING/DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM MANUAL • Addresses/Includes: – School board policy that speaks to the school counseling program – Program content (Social/Emotional, Academic, Career) – Structural components of the program • Definition and philosophy • School counseling facilities • Advisory council • School counseling resources • Staffing patterns • Budget – Program components (Curriculum, Individual Student Planning, Responsive Services, System Support) – Evaluation plans (Internal Improvement Review) – Program improvement plans (IIR and Data Review)

II-D. ANNUAL PRINCIPAL/COUNSELOR CONFERENCE • Annual conferences outline the organization and the focus of the school counseling program with the full knowledge of the administrator. • Include: – An annual conference form for each school counselor that is unique to that individual…not copied from another counselor – Time on task percentages that demonstrate 80% is spent in direct services – Form is signed by the school counselor and the supervising administrator within the first 2 months of the school year

• Narrative: – How the annual agreement was developed and reflects the discussion with the administrator – Provides a rationale for the school counselor’s use of time based on the school’s data and a time on task report – Provides an explanation of how the decision to distribute duties among the school counseling staff was made

III. SCHOOL COUNSELING PROGRAM GOALS • The school counseling program’s goals define how the vision and mission are accomplished. They guide the selection of Missouri Big Ideas and the development of school counseling core curriculum, closing-the-gap, and small group plans. All address specific student outcomes. • Program Goals: – A minimum of 2 goals aligning with the CSIP plan – Promote achievement, attendance, behavior and/or school safety – Based on school outcome data as evidenced through the school data profile, school improvement plan or similar data analysis reports – Address achievement, opportunity or attainment gaps, evident in a total school, grade level or subgroup – Are written in SMART format: specific, measurable, attainable, results-oriented, and time-bound

• Narrative: – How the goals were developed – How they address the Missouri Big Ideas – How they address student learning and/or student inequalities – How they are founded in data

IV-A. CURRICULUM NARRATIVE • Includes: – The school counseling curriculum is articulated and implemented at the building level or for a k-12 district – The school counseling curriculum is systematically reviewed and revised according to the district’s curriculum review calendar – Modifications to the school counseling curriculum are made continuously, based upon the school counseling needs assessment survey, data obtained from students, parents, teachers, administration – School counseling planning data (needs assessment/program planning survey) are collected on a regular schedule – Counselors in the school use the written school counseling curriculum in promoting academic, social/emotional, and career development – Instructional activities and resources to help implement the school counseling curriculum are provided – Administrators/supervisors monitor the implementation of the school counseling curriculum

IV-B. MISSOURI BIG IDEAS • The Missouri Big Ideas describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness, and social/emotional development. The selected Big Ideas align with school counseling program goals, and are likely to have an impact on student outcomes related to program goals. • Narrative: – How the Big Ideas were selected – How they serve as the foundation for classroom lessons, small groups, closing-the-gap and other school counseling activities – How the Big Ideas are reviewed or revised annually

V. INDIVIDUAL STUDENT PLANNING • Narrative Includes: – An explanation of the Individual Student Planning activities that take place in the building’s school counseling program (curriculum, career activities, transition activities, academic/behavior plans, etc. ) – An explanation of the Individual Student Planning Process that includes the systematic process involved in assisting students with the start/adjustment/completion of their Individual Career and Academic Plan (ICAP) – The Individual Planning System includes: • Assessment and achievement activities • Identification of long and short-range educational/career goals based on career paths and clusters • Assistance in pursuing post-secondary educational or career training • The ICAP is initiated no later than grade 8 with annual review in collaboration with parents/guardians

• The school’s counseling program ensures that each student’s ICAP is rigorous and relevant, and preferably developed through the use of Missouri Connections or similar program • A system is in place to ensure that parents are actively involved • Necessary forms and procedures for the Individual Planning process are provided as artifacts • Elementary buildings will not complete all of these items

VI. RESPONSIVE SERVICES • Narrative includes: – How students are assisted in addressing issues and concerns that affect their social/emotional, academic or career development – The wide range of resources and strategies counselors use in assisting students – Referral process – How counselors, teachers and parents consult with one another to assist students – The district/building school counseling department has written guidelines describing its student crisis management/response plans, and its referral process to internal and outside services

VII-A. SYSTEM SUPPORT • Narrative includes: – How the comprehensive school counseling program is routinely evaluated, and Action Plans for Improvement are developed when appropriate – How school counselors are involved in the development and implementation of the building crisis plans – How school counselor time is utilized to the fullest extent possible for program implementation activities – How school counseling personnel participate in regular, relevant professional and staff development activities – How school counseling personnel interact with other stakeholders and programs in the school and with community businesses, agencies and institutions

VII-B. ADVISORY COUNCIL The advisory council must be solely focused on the school counseling program. The advisory council must be school-specific, and should not be created solely for the purposes of applying for the NRM. Artifacts to include: A list of advisory council members and their stakeholder positions Agendas from at least 2 meetings (one from fall and one from spring). At a minimum, the meetings must share the program goals (fall) and results and implications (spring) Minutes from the meetings for which the agendas are provided

VII-C. CALENDARS • A calendar for each building level school counseling program is developed and shared with others. • Artifacts include: – The school counseling annual calendar for the most recent academic year including the most important school counseling activities and events for the year for the entire building or district school counseling program – Two weekly calendars for each school counselor (one week from fall and one week from spring). The weekly calendars include dates and as much specific information as possible on how time is used. Time on task aligns with the annual agreement. School counselors may submit calendars for different weeks but must include one week each from fall and spring

• Narrative includes: – An explanation of how the annual and weekly calendars are developed – How the department uses and adjusts the calendar as needed based on information or situations arising during the school year

PROGRAM IMPACT

VIII-A 1. SCHOOL COUNSELING CORE CURRICULUM ACTION PLAN AND LESSON PLANS • The Core Curriculum Action Plan should consist of an outline that includes all of the lessons you will present throughout the year. A template is provided, which you must use. • Include: – All school counseling core curriculum lessons/activities for the school year. Not all activities will necessarily address the program goals. – 3 lesson plans that impact one of your goals. A lesson template is provided. You will be required to present results reports for these highlighted lessons. – Any survey or instrument used to collect perception data.

• There may be a few lessons on the action plan not linked to outcome data. For example, some elementary school counselors teach personal safety lessons; these may not be linked to outcome data. • Narrative: – Discuss the rationale for the design and implementation of the core curriculum – Describe how the school counselors decided what will be delivered, to whom it will be delivered, how it will be delivered, and how students’ attainment of knowledge will be assessed.

VIII-A 2. SCHOOL COUNSELING CORE CURRICULUM RESULTS REPORT • The analysis of the school counseling curriculum results report demonstrates the effectiveness of the program and classroom activities. It informs program improvement. This section uses the 3 lessons highlighted in the Action Plan above. • Results report must include (on template provided): – All information listed on the template. This is done for each lesson. – A graph or chart summarizing the perception data collected. – Narrative reflects on: • The analysis of the effectiveness of the lesson • Addresses how the results will inform future school counseling activities

VIII-B. SMALL GROUP RESPONSIVE SERVICES • Small group activities typically involve 4 or more sessions designed to meet specific prevention or intervention goals. • All small groups conducted in the most recently completed school year are included in the Action Plan. Template is provided. • In the online application: – Use the small group results report template provided. – Include detailed lesson plans for one group that met at least 4 times. Use the lesson plan template provided. – Upload any survey or instrument used to collect perception data. – Upload a chart or graph that summarizes the perception data collected.

• Although you will only submit a results report for one small group, the Action Plan provides for reflection on meaningful data for all groups. The intent of the Action Plan is to ensure groups are data driven and are linked to process, perception and outcome data. • Narrative addresses: – How and why group topics and participants were selected – How the group results will inform future school counseling groups – If the school has more than one school counselor, explain how the decision was made for the specific school counselor to deliver this group

VIII-C. CLOSING THE GAP • Closing the gap activities address academic or behavioral discrepancies that exist between student groups and can be tied to the school counseling program goals. • You will insert the closing the gap results report information for one intervention into the appropriate sections in the online application. • Use the closing the gap results report template. • Upload a summary of the perception data collected in a graph or chart format.

• Narrative addresses: – How the gap was identified – Why the activities or interventions were chosen – Next steps based on the results from the activities or interventions

Through application of leadership, advocacy and collaboration skills, school counselors promote student achievement and systemic change that ensure equity and access to rigorous education for every student. This leads to closing achievement, opportunity and attainment gaps. Respond to this question: How does your school’s comprehensive school counseling program use leadership, advocacy and collaboration to create systemic change for the benefit of students? IX. PROGRAM IMPROVEMENT

CITE SPECIFIC EXAMPLES FOR EACH THAT OCCURRED AS THE SCHOOL COUNSELING PROGRAM WAS IMPLEMENTED. THE FOUR ELEMENTS (ADVOCACY, COLLABORATION, LEADERSHIP, SYSTEMIC CHANGE) SHOULD BE APPARENT IN THE RESPONSE. THIS WRITTEN RESPONSE MUST BE 500 -1500 WORDS.

QUESTIONS? NEED HELP? CONTACT ME!!!!

DR. SHARI SEVIER DIRECTOR OF ADVOCACY MISSOURI SCHOOL COUNSELOR ASSOCIATION DRSHARISEVIER@GMAIL. COM 314. 882. 5242