Transcript ASCA National Model : School Counselors Using Data

ASCA National
Model
Susan R. Rose, Ph.D.
Oldham County Counselor Institute
June 11, 2009
What prevents me from embracing new ideas?
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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
 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
• The 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.
11:30 - SBARC Mtg.
2:30 – Leadership Mtg.
12
9:30 - SBARC Mtg.
11:30 – ECE Placement
Mtg.
2:40 – Leadership Mtg.
19
6
13
9:30 - SBARC Mtg.
8:40 - SBARC Mtg.
27
Guidance, WalkThroughs
9:30 - SBARC Mtg.
15
9:30 - SBARC Mtg.
12:40 - SBARC Mtg.
1:30 - SBARC Mtg.
1:30 - SBARC Mtg.
2:30 – ECE Dept. Mtg.
21
22
ILP Training at
eMain – Off
Campus
28
Guidance, WalkThroughs
8:00 – 29
11:00 BAC
Training - Off
Campus
12:40 - SBARC Mtg.
Shacklette visiting
2:30 – Tardy Detention
3:00 - SBARC Mtg. for
Eisenhower 5th grader
at Eisenhower
26
8
12:40 - SBARC Mtg.
14
District M.S.
Counseling Mtg. –
Off Campus
2:30 – Faculty Mtg.
20
9:30 – A-Team Mtg.
12:40 - SBARC Mtg.
7
7:00 – Mtg. w/Teacher
and Parent
9:30 – SBARC Mtg.
12:40 - SBARC Mtg.
2
11:30 - SBARC Mtg.
29 9:30 – A-Team Mtg.
Guidance, WalkThroughs
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
Flexible
Professional
Development Day –
No School for
Students
3
10
16
17
23
24
30
31
Scheduling, WalkThroughs, Parent
Meetings, Student
Counseling &
Conferences, etc.
Scheduling, WalkThroughs, Parent
Meetings, Student
Counseling &
Conferences, etc.
Scheduling, WalkThroughs, 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
[email protected]
www.CounselingToday.com
REFERENCES
• The ASCA National Model: A Framework
for School Counseling Programs - Second
Edition
• ASCA National Model Workbook