Why the ASCA National Model Change is A

Why the ASCA National Model?

Change is…. • • A process, not an event Accomplished by individuals, not institutions A highly personal experience Best understood in operational terms

Implementation When you translate a dream into a reality, it’s never a full implementation. It is easier to dream than to do. Shai Agassi

2014 – School Counselor Survey Results Tell us about your school counseling program? My program has received RAMP recognition 13 3% My program is based on the ASCA National Model 134 32% My program is developmentally appropriate and comprehensive in nature. 154 37% We do not have an actual program in place, but we believe we are providing the services that our students need. 62 15% We are considering creating an actual program that will meet the needs of our students. 25 6% I do not have a counseling program in place, I have too many other responsibilities 13 3% Other 20 5%

The national model means having a…. • Comprehensive school counseling “program” ▫ What does comprehensive imply? ▫ What does program imply?

The focus is no longer on what the counselor does…. The focus is based on what the students’ need.

School Counselors in Changing Times • Our history ▫ School counseling before The Model ▫ “So what does a school counselor do? ” • Factors driving change: ▫ Changing demographics in New York and throughout the US ▫ No Child Left Behind and the accountability movement ▫ American School Counselor Association & The Education Trust

What The ASCA National Model is…. Ø Comprehensive in Scope Ø Preventive in Design Ø Developmental in Nature Ø Integral Part of the Total Educational Program Ø Designs a Delivery System Ø Conducted in Collaboration Ø Monitors Student Progress ØDriven by Data Ø Seeks Improvement Ø Shares Successes American School Counselor Association (2005). The ASCA National Model: A Framework for School Counseling Programs, Second Edition. Alexandria, VA: Author.

What the model is not… üCookie cutter in design üSomething you can talk about once in a while üUnique üReactive

A new emphasis on: §Advocacy §Leadership §Collaboration §Systemic Change

What is involved in a Program? • • • Having a vision and a focus Goals – based on a need A Plan Sharing- Buy-in Using data Being Accountable

“All Students Must Be College and Career Ready” Mrs. Obama – ASCA – July 1, 2014

Career and College Readiness!

FOUNDATION Program Focus Student Competencies Professional Competencies

Foundation 1. Program Focus 2. Student Competencies 3. Professional Competencies

1. Program Focus Foundation New Beliefs Vision New Mission Program Goals

Beliefs

Effective school counseling belief statements (p. 21 – 23) v Indicate agreed-upon beliefs about the ability of all students to achieve v Address how the school counseling program meets student developmental needs v Address the school counselor’s role as an advocate for every student v Identify persons to be involved in the planning, managing, delivery and evaluation of school counseling program activities v Include how data inform program decisions v Include how ethical standards guide the work of school counselors

School counselors in the Valdez Middle School Counseling Program believe: v All students can achieve and meet high standards that will result in college and career success. v Student developmental needs are best met by implementing a comprehensive school counseling program v School counselors must be leaders, advocates and collaborators who create equitable access to rigorous curriculum and opportunities for self-directed personal growth for every student

School counselors in the Valdez Middle School Counseling Program believe: (cont. ) v Student achievement is maximized by participation in a comprehensive school counseling program that is planned, managed, delivered and evaluated by licensed professional school counselors v Data must be analyzed and translated into goals that guide the development of the comprehensive school counseling program promoting student achievement v Applying the ASCA Ethical Standards for School Counselors empowers school counselors to make decisions based on the highest moral principles to promote the maximum development of every student

Vision

An effective vision statement (p. 23 - 24) v. Describes a future world where the school counseling goals and strategies are being successfully achieved. v. Outlines a rich and textual picture of what success looks like and feels like v. Is bold and inspiring v. States the best possible student outcomes that are five to 15 years away v. Is believable and achievable (Kose, 2011; Levin, 2000)

Sample SC Vision Statement The students at Valdez Middle School are high-achieving learners who graduate college and career ready, well prepared to meet the challenges and high expectations of the 21 st century. All students participate in rigorous curriculum and high-quality opportunities for self-directed personal growth supported by the comprehensive school counseling program that facilitates strategic partnerships between the school, family and community. As successful, life-long learners and productive citizens, our students achieve their fullest potential, making a positive difference in our school and community.

Mission

An effective mission statement (p. 24) v Aligns with the school’s mission statement and may show linkages to district and state department of education mission statements v Is written with students as the primary focus v Advocates for equity, access and success of every student v Indicates the long-range results desired for all students

District Mission Statement üLaredo School District Mission Statement The Mission of Laredo Schools is to enable learners to become architects of their futures building on a foundation of scholarship, citizenship, service and integrity, respect for self and others with a passion for knowledge and a joy of learning.

School Mission Statement • The mission of the Valdez Middle School counseling program is to provide meaningful, comprehensive guidance and counseling services to all students in an environment that is safe, nurturing, inclusive and respectful to everyone. While working collaboratively with students, teachers, support staff, administrators, parents, and the greater community, we serve as student advocates who ensure that all students gain the important personal/social, career and academic skills and competencies needed to be successful, embrace global citizenship, develop an enduring passion for learning, and become capable of making decisions that are both personally satisfying and socially responsible.

Goals

Effective program goals v. Promote achievement, attendance, behavior and/or school safety v. Are based on school data v. Address school wide data, policies and practices to address closing-the-gap issues v. Address academic, career and/or personal/social development v. Are SMART: Specific, Measurable, Attainable, Results-Oriented, Time-bound

SMART Goals p. 28

Program Goals

Absences: 6 th Graders (names deleted to protect confidentiality) Pre-Intervention Post Intervention (5 Weeks) Post Intervention (10 Weeks) 16 12 10 9 8 6 6 3 3 2 2 1 1 1 Student 4 *** 0 Student 1 Student 2 Student 3

2. Student Competencies Foundation ASCA Student Standards (Mind-Sets) Other Student Standards

ASCA Mindsets - Draft

Domains Social/Emotional – new language American School Counselor Association (2005). The ASCA National Model: A Framework for School Counseling Programs, Second Edition. Alexandria, VA: Author. The school counseling program facilitates student development in three broad domains, academic, career, and personal social, to promote and enhance the learning process.

3. Professional Competencies Foundation ASCA SC Competencies ASCA Ethical Standards

ASCA School Counselor Competencies Foundation pp. 148 -159 What KNOWLEDGE, ABILITIES & SKILLS, and ATTITUDES are necessary for counselors to: vdevelop a comprehensive, developmental, results based school counseling program that aligns with the ASCA National Model? vestablish the foundations of a school counseling program? vdeliver a school counseling program? vmanage a school counseling program? vmonitor and evaluate the processes and results of a school counseling program? v. Connected to the Accountability component p. 105

ASCA Ethical Standards v. Ethics are the customs, norms, standards and accepted practice of the school counseling profession (Corey, & Callanan, 2010). v. The ASCA Ethical Standards for School (2010) specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. v. They guide school counselors’ decision-making and help standardize professional practice to protect both students and counselors.

MANAGEMENT To Assessments Tools

Management Assessments Tools

Assessments Management School Counselor Assessment School Counselor Program Assessment Use of Time Assessment

School Counselor Competencies Assessment Management pp. 148 -159 Can be used by: v. School Counselors v. Self-assess v. Formulate appropriate professional development plan v. School Administrators v. Guide the recruitment and selection of competent school counselors v. Develop or communicate meaningful school counselor performance evaluations v. School Counselor Education Programs v. Establish benchmarks to ensure graduate students have the knowledge, attitudes and skills needed for developing comprehensive school counseling programs Connected to the Accountability Section of the National Model (p. 105)

Assessments Management

School Counselor Program Assessment Management p. 59 v. Formally known as the “Program Audit” v. First completed when designing a comprehensive school counseling program v. Reviewed and updated at least annually v. Connected to the Accountability Section of the National Model (p. 105) v. Results can be shared with administration and advisory council

Assessments p. 59

Use of Time Assessment Management p. 43 v Recommended to be completed twice a year v Focus is on Direct and Indirect student services v Recommend 80% of time spent in Direct services v Recommend 20% of time spent in Indirect services v Times may vary depending on needs identified in school data v Connected to the Delivery component (pp. 83 -88) and Accountability component (pp. 100 -101)

Assessments p. 63 New

Tools Management Annual Agreement Advisory Council New Calendars Curriculum Lesson Plan

Annual Agreement Management p. 46 v Formally known as the “Management Agreement” v Ensures formal discussion between school counselor and administrator v regarding alignment of school counseling program goals with goals of the school v to increase understanding of a comprehensive school counseling program

Annual Agreement

Advisory Council v. An advisory council is a group of people appointed to review guidance program results and to make recommendations. v. The group representatives are students, parents or guardians, teachers, counselors, administration, and community members.

Elementary Counseling Master Calendar SITE Caley Elementary SCHOOL YEAR: 2007 -08 August January New student and kindergarten orientation Program Planning and Theme Development First Grade Lessons – Friendship New groups begin September February Counselor introduction lessons to all classes New student lunch groups 2 nd Grade Lessons – Friendship Counselor’s Week Parent Book Club October March Begin kindergarten lessons bi-weekly First Grade Lessons – School Success Second grade lessons – Respectful School Citizen Red Ribbon Week Activities Homeworkshop – 3 rd and 4 th grade Groups begin Third and Fourth Grade Lessons – PSSA preparation and test taking skills Parent conferences November April Third Grade Lessons – Teasing Fourth grade lessons – Conflict resolution Parent Teacher Conferences PSSA’s Love and Logic Parenting Program begins PSCA conference December May/ June Screening Wrap up groups Fourth Grade Transition Lessons and visit to the Middle School Career lessons school-wide Early entrance testing Review testing data

Curriculum Lesson Plan Management p. 55 v School Guidance Curriculum is now called School Counseling Core Curriculum (Delivery System) v Lesson plan topics include: v ASCA Student Standards v Learning Objectives v Materials v Procedure v Plan for evaluation v Process, Perception, Outcome data v Follow up v See p. 72 for template

Small Group Action Plan Management p. 54 v. Small group counseling provided as a short term intervention v 4 -8 sessions v. Meet specific prevention or intervention goals v. When planning small group, consider: v. Design v. Documentation v. Implementation v. See p. 70 for template v. Connected to Accountability component (pp. 103 -104)

Definition of Achievement Gap • The difference in scores on standardized tests and graduation rates among students from different ethnic, racial and income levels.

School Counseling Pyramid Individualized Interventions Closing the Gap Small Group Core Curriculum School Improvement School

Data Tools Management Use of Data Program Results Data New School Data Profile

School Data Profile Management p. 50 v Helps to organize and disaggregate data (template – p. 66) v Framework for documenting current school data and data over time v Disaggregated data are needed to gain an understanding of achievement gaps and issues of equity. v Types of Data v Achievement data v Behavioral data v Short term data v Long term data v Connected to Delivery component (p. 100)

DELIVERY Direct Services Indirect Services

Use of Time Comparison p. 135 -136

80 % Delivery Indirect Service s Direct Services

Delivery Direct Student Services • In-person interactions with students Indirect Student Services • Interactions with others

Delivery Direct Student Services • TO students Indirect Student Services • FOR students

Direct Student Services Delivery SC Core Curriculum Individual Student Planning Responsive Services

Delivery System v SC Core Curriculum v Structured lessons delivered to all students v Related to standards and competencies v Integrated with academic curriculum v Individual Planning With Students v Designed to assist students in establishing personal goals v Designed to assist students in developing future plans v Responsive Services v Designed to meet students’ immediate needs v Individual, group, and crisis counseling v Consultation, referral, mediation, information

Indirect Student Services Delivery Referrals Consultation Collaboration

ACCOUNTABILITY Data Tracking Program Results Evaluation and Improvement

Accountability 1. Data Analysis 2. Program Results 3. Evaluation & Improvement

1. Data Analysis Accountability New School Data Profile Analysis New Use of Time Analysis

2. Program Results Accountability Process Perception Outcomes

Process Data What do you want to know? v“What you did for whom” v. Evidence that event occurred v. How activity was conducted v. Did the program follow the prescribed practice? Examples: v Eight fourth-grade students participated in a study skills v Group that met six times for 45 minutes v 450 ninth-graders completed an individual learning plan v 38 parents attended the middle school orientation meeting

Perception Data What do you want to know? “What do people think they know, believe or can do? ” v Attainment of competencies v Changes in attitudes and beliefs v Perceived gains in knowledge Example v v v 100 percent of sixth-graders can identify three career interests 89% of students demonstrate knowledge of promotion/ retention criteria 92% can identify early warning signs of violence 93 % of fourth-graders believe fighting is not an appropriate method of solving problems v 69 % of all students report feeling safe at school v 90 % of the parents report benefiting from a presentation on college entrance requirements

Surveys inform the school counseling program. Pre-Post Given before and after an intervention to determine knowledge gained or to measure a change in perspective Needs Assessment Given to students or stakeholders to gather their perception of student or program needs Program/Activity Evaluation Given after an intervention or activity to gather participants’ opinions about the value of the intervention or activity Opinion Survey Given to students or stakeholders to understand their perceptions of the school counseling program or activities

Outcome Data - ULTIMATE GOAL What do you want to know? v“So WHAT” data v. Hard data v. Application data v. Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior v. Attendance v. Behavior v. Academic achievement

Program Results New Accountability Curriculum Results Report Analysis Small Group Results Report Analysis Closing the Gap Results Report Analysis

____________ Closing the Gap Results Report Year: (School Name) Goal: Target Group: Data Used to Identify Students: Process Data (Number of Students Impacted) Counselor(s) ASCA Domain, Standard and Student Competency Type of Activities to be Delivered in What Manner? Resources Needed Perception Data (Surveys Used) Outcome Data (Achievement, Attendance and/or Behavior Data Collected) Implications

3. Evaluation &New Improvement Accountability SC Competencies Assessment Program Assessment Analysis New SC Performance Appraisal Template

Curriculum Results Report Grade Level Lesson Content ASCA Standards, Competencies & Indicators Start and End Dates Process Data Perception Data Results Data Implications 9 High school success skills A: B 2. 1, A: B 1. 3, A; A 2. 3, A: B 1. 1, 8/23/10 - 2/11/11 C: A 1. 1, C: A 1. 3 218 students completed a transition to high On a scale of 1 -5 with 1 being low and 5 The freshmen class entered EHS school curriculum that was presented by the being high the class of 2013 the class of with a cumulative GPA of 3. 36 and school counselors during 4 different lessons 2013 ranks feeling socially adjusted to high finished with a GPA of 3. 29 taught during freshmen study hall for a total of school as 4. 3, being academically adjusted 60 sessions. In addition, freshmen attended two as 4. 1 and having strong study habits as 3. 6. large group presentations and had the opportunity to attend four different small group sessions on topics related to be successful in high school. 10 Career Planning C: A 1. 1, C: A 1. 3, C: B 1. 6, C: B 2. 1, 8/23/2010 - 5/12/11 C: C 1. 3, C: C 2. 1, PS: A 1. 3, PS: B 1. 10 203 students identified personal strengths and When surveyed 87% of the class of 2013 weaknesses, developed a post-secondary goal, agrees or strongly agrees to the following selected at least two career clusters of interest statements: I am aware of careers that created a 4 -Year Plan on Naviance. Three match my personality type, academic different lessons were taught for a total of 45 strenghts and personal interests. times during sophomore study hall. In additon 3 large group lessons were presented to students on 2 separate occassions. 11 Understanding self in order to be A: B 2. 2, A: B 2. 7 prepared for college meeting the college readiness benchmarks. 258 students completed the practice ACT and 70% of the class of 2012 indicated they On 10/13/2010 258 students Determine how to best reach all juniors to evaluated their personal strenghts and gained insight to themselves as a test taker completed a practice ACT. The mean ensure 100% of them understand what they weaknesses based on the results. 161 students and that they have a better idea of areas score was 21. On 4/27/2011 262 can do to become college ready. attended ACT prep sessions that were held they can improve in. students took the state mandated during Access period during four different prep ACT. The mean score was 23. 8. sessions. All juniors attended guidance curriculum held on 4 different dates during 11 different periods of English or World History classes for a total of 44 sessions. In addtion to the classroom 3 large group meetings were held and there was an opportunity for juniors to participate in 7 different small group workshops. 12 Senior Updates 212 seniors attended a college planning As of 1/20/11, 75% of 12 th grade students Students attending college is up by presentation on 10/5/2010 and 10/8/2010. The turned in college applications. 4%. See attached graph. classes were held 8 times during each student's English class. In addition to the classes 2 large group sessions were held as well as six workshops. A: B 2. 2, A: B 2. 7, C: C 1. 1, PS: B 1. 9 8/23/11 - 5/6/2011 Chosing to raise the overall freshmen GPA was difficult to measure. A better idea would have been to compare the semester one ave. GPA to the semester two average GPA. For the freshmen class the semester one GPA was 3. 32, for semester two the GPA 3. 21. Looking at these GPAs would give us a better understanding of our interventions and how they are tied to results. 100% of the students in the class of Continue to work with all students to gain 2013 identified a career goal, and two better understanding of career pathways. career clusters and a post-graduate Also, help students understand the goal. connection between career goals, post secondary options, and the connection of school to the world of work. Continue to work with all students to achieve post-graduate goals.