UNDERSTANDING THE ASCA MODEL AND HOW TO IMPLEMENT

UNDERSTANDING THE ASCA MODEL AND HOW TO IMPLEMENT IT IN YOUR SCHOOL CHRISTOPHER BELSER, M. ED, NCC KELLIE HARGRODER, M. ED. , ED. S.

THREE DOMAINS OF COMPETENCE Academic Personal/Social Career

THE ASCA NATIONAL MODEL Advocacy Leadership Collaboration Systemic Change

FOUNDATIONS Indirect Services Comprehensive, Developmental Programs Evaluation Direct Services

Program Needs Mission & Philosophy Assessments Surveys Interviews Focus Critical Groups Data Element Review Advisory Annual Committee objectives and goals

DIRECT SERVICES TO STUDENTS Large Group Guidance ▪ ▪ Study Skills Peer Relationships Test Prep College / Career Readiness Small Group Counseling ▪ ▪ Individual Counseling ▪ ▪ ▪ Academic Advising / Counseling Personal / Social Issues Career Assessment / Planning ▪ Study Skills Anger Management Self Esteem Social Skills Grief / Loss Crisis Intervention ▪ ▪ ▪ Suicide Intervention Child Abuse / Neglect Appropriate referrals

INDIRECT SERVICES FOR PARENTS/TEACHERS Parent Workshops Talking to your child about college & careers Helping your child prepare for tests Recognizing signs of depression Preparing your child for high school Faculty In-Service Training Emotional/behavior disorders in the classroom Infusing career development into the curriculum Mandatory child abuse reporting Consultation Participation on SBLC Teams Process Observation

PROGRAM EVALUATION Revisiting program goals Measure Student Competencies from standards based domains Review Critical Data Elements Create Plan to Address areas of Need and continue to capitalize on strengths Program Audit (from ASCA Model Workbook)

Although the principal is responsible for evaluation, they may be unsure of how to accurately assess the work of the counselor (particularly in regard to specialized skills) Historically counselor evaluation was limited to classroom presentations, limiting evaluation to a minor skill set Principals may not be aware of other, more accurate ways to evaluate, especially within contemporary frameworks Louisiana Compass Rubric for Professional School Counselors

Focus on Data: Using Achievement Data: (retention rate, graduation rate, standardized test scores, GPA, etc. ) Behavioral Data: (discipline referrals, suspensions, attendance, etc. ) Demographic Data: (ELL/ESL students, SES, overage population, etc. ) Using data to drive programming: data to measure program results: Process Data: Answers “What did you do for whom? ” Perception Data: Answers “What do people think they know, believe, or can do? ” Outcome Data: Answers “How are students better or worse because of a counseling program intervention? ”

New Assessments: School Appendix H: 12 -page checklist School Counseling Program Assessment 4 -page audit: Criteria for each part (No, In progress, Yes) Use Counselor Competencies Assessment of Time Assessment Time chart Goal is at least 80% in direct/indirect services, 20% in program management and “other duties. ”

New Tools (w/ tips for interpreting them): Annual Provides program goals, use of time, and other specifics about the counselor’s role School Data Profile Helps keep track of demographic, academic, behavioral, etc. information for whole school Action Agreement Plans Core Curriculum Small Group Closing-the-Gap

GOALS VS OBJECTIVES Goals: Broad, generalized statements, they are abstract and general principles that guide decision making Objectives: Specific, measurable steps that can be taken to meet a goal

CLEARLY WRITTEN GOALS AND OBJECTIVES: A. B. C. D. Defines WHAT you will do Provides a link between your performance and how you will be evaluated Guides the design of curriculum and direct services Success is measurable if you have stated what you are going to do on the front end

THE ABCD METHOD OF WRITING OBJECTIVES 1. 2. 3. 4. Audience Behavior Condition Degree Example: At the completion of a classroom lesson, 90% of juniors will be able to identify differences between TOPS & Graduation requirements.

THE ABCD METHOD OF WRITING OBJECTIVES Audience Behavior Condition Degree of Mastery- Example: At the completion of a study skills unit, 75% of 6 th graders will be able to identify at least three strategies for homework completion.

CHOOSE YOUR GOALS AND OBJECTIVES BASED ON DATA Your program should have 3 main, overarching goals: Career Academic Personal/Social You should have 3 objectives per goal

ANNUAL EVALUATION—WHAT DO YOU DO IF YOU ACHIEVE YOUR GOALS? If you achieved the goal too easily, make your next goals harder. If the goal took a dispiriting length of time to achieve, make the next goals a little easier. If you learned something or if circumstances change, then you may need to change future goals/objectives. If you noticed a deficit in your skills despite achieving the goal, decide whether to set goals to fix this.

WHAT DOES THIS PROCESS LOOK LIKE? Critical Data: Teacher focus group and promotion/retention data reveal a need for academic support for 6 th graders. Goal: Increase 6 th grade promotion rate by 5% (from 65% to 70%) Objective: At the completion of a study skills unit, 75% of 6 th graders will be able to identify at least three strategies for homework completion Direct Service: Study Skills unit via large group guidance lesson using the S. O. A. R. Study Skills Curriculum. Evaluation: Pre/Post-test Annual Evaluation: Reviewing promotion/retention rates for 6 th graders

Tier 1 = Classroom Guidance Curriculum Tier 2 = Small Group Counseling Targets whole population Based on ASCA Standards Ex: Recognizing, Responding, & Reporting Bullying Targets at-risk students Those whose needs can’t be met in Tier 1 Focuses on specific issues Ex: Adaptive Social Skills; Self Esteem Tier 3 = Individual Counseling / Outside referrals Targets strongly at-risk students Those whose needs can’t be met in Tiers 1 and 2 Ex: Individual approach to coping skills & self esteem; behavior intervention planning; CSo. C Referral

Tier 1 = Classroom Guidance Curriculum Tier 2 = Small Group Counseling Ex: Study Skills Unit Ex: Collaborative Strategic Reading groups Tier 3 = Individual Counseling / Outside referrals Ex: Individual Academic Action Planning (Homework/Classwork tracker); SBLC referral

5 -10% Severe Academic Deficits & Behavioral Concerns 10 -15% Students with some risk factors 75 -85% General Education Curriculum & Schoolwide PBIS 5 -10% Individual Counseling / Outside Referrals 10 -15% Small Group Counseling 75 -85% Comprehensive Guidance Curriculum & Schoolwide Programming

Comparing model to compass rubric Help them understand the components of both Looking at research data ASCA Model promotes positive outcomes in academics and behavior Link the model to RTI Allows you work with prevention and intervention, rather than paper-pushing Examining school counseling data Prove your effectiveness and the school’s needs