Transcript Ensure Effective Practices in Career Development VSCA 2014

Accountability Made Easy:
Ensuring Effective Practices
in Career Development
Virginia Career VIEW
VSCA 2014
Where are you now?
• What does accountability mean to you?
• Has your school system implemented any accountability measures for school counselors?
• Do you know what RAMP-Ready means and what the components of being RAMP-Ready
are?
• What are your questions or concerns?
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• What is ASCA’s (American School Counselor
Association)’s National Model?
• What is RAMP (Recognized ASCA Model Program)?
• Research
• Research behind RAMP: Study 1
A breakdown of
accountability
• What are the requirements to be RAMP-Ready?
As we will refer to it in this
workshop session
• Using VIEW Resources as part of the process
• Virginia Counselors: Study 2
• RAMP-Ready Strategies
• Group Activity
• Discussion
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To learn more, visit www.ascanationalmodel.org
ASCA National Model
Purpose of a National Model
Four Quadrants of the National Model
• School counseling programs are collaborative
efforts benefiting students, parents, teachers,
administrators and the overall community.
• School counseling programs should be an integral
part of students' daily educational environment,
and school counselors should be partners in
student achievement.
Delivery
Foundation
School Counseling Programs:
- focus on student outcomes
- teach student competencies
- are delivered with identified professional
competencies
School Counseling Programs:
- provide direct student services
- provide school counseling core curriculum
- provide individual student planning
- provide responsive services
- Provide indirect student services
• "How are students different as a result of what
school counselors do?" vs. "What do school
counselors do?”
• To help answer this question, the American School
Counselor Association (ASCA) created the ASCA
National Model®, which is a framework for a
comprehensive, data-driven school counseling
program.
ASCA (2008). http://www.ascanationalmodel.org/. Accessed 29
September 2014.
Management
School Counselor assessments and tools
include:
- School counselor competency and school
counseling program assessments
- Use-of-time assessment
- Annual agreements
- Advisory councils
- Use of data
- Curriculum, small-group and closing-the-gap
action plans
- Annual and weekly calendars
Accountability
“To demonstrate the effectiveness of the
school counseling program in measurable
terms, school counselors analyze school and
school counseling program data to
determine how students are different as a
result of the school counseling program.
School counselors use data to show the
impact of the school counseling program on
student achievement, attendance,
attendance and behavior and analyze school
counseling programs to guide future action
and improve future results to all students.
The performance of the school counselor is
evaluated on basic standards of practice
expected of school counselors implementing
a comprehensive school counseling
program” (ASCA, 2008).”
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What does RAMP mean?
RAMP= Recognized ASCA Model Program
• Is based on the ASCA National Model.
• Is a recognition program for individual schools, not districts or
school counselors.
• 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.
• Enhances your program's efforts to contribute to student success.
ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp. Accessed 9 September 2014.
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How are students different because
of what school counselors do?
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What does it mean to be RAMP-Ready?
RAMP= Recognized ASCA Model Program
• STEP 1: Review the basics of RAMP
• STEP 2: Understand the requirements of each component
• STEP 3: Complete the online application
• STEP 4: Upload the signature page
• STEP 5: Pay online
• STEP 6: Review submission
ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp/application-process. Accessed 29 September 2014.
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Research Behind RAMP (Recognized ASCA
Model Program)
• Study: An examination of the impact of the ASCA national ModelRTM on student
achievement at recognized ASCA model program (RAMP) elementary schools
• Conducted in 2008, by Christine A. Ward
• Focused on elementary schools
• From 2003-2008
• Two-part study:
• Student achievement data
• Counselor survey administered
• School counselors’ perceptions of changes in student achievement (grades, retention rates, behavior,
motivation, etc.)
Ward, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9
September 2014.
Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary
schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from
http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).
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Research Behind RAMP cont’d
• Findings
• Student Achievement –
• These factors were significantly higher
• Overall student achievement
• Attendance rates
• Third-grade reading achievement
• Third-grade, low-income student reading achievement
• Additionally,
• Reading achievement gap decreased by 12% (from year prior to receiving RAMP designation)
• State reading achievement gaps increased 6%
• RAMP schools’ math achievement scores higher (not significant)
Ward, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9
September 2014.
Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary
schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from
http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).
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Research Behind RAMP cont’d
• Findings
• Counselor Survey
•
Positively affected student performance on classwork, homework, GPA and motivation to succeed
•
Positively affected disciplinary referral rates, absences and tardies, parent involvement and support
• Additionally,
•
Counselors observed changes in ways that cannot be measured with achievement data
•
They noticed increases in:
•
Students’ abilities to understand and manage feelings
•
Number of individuals benefiting from counseling services
•
Students’ conflict-resolution skills
•
Students’ studying/test-taking skills
•
Students’ abilities to accept individual responsibility
•
Students’ knowledge of career and post-secondary education opportunities
•
Improvement in school climate
•
Decrease in students’ bullying behavior
Ward, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9
September 2014.
Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary
schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from
http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).
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Related Research
Study: The impact of elementary career development practices and
elementary school counselor self-efficacy
• Conducted in 2012, by Michele G. Seibert
• Survey sent to 1178 elementary school counselors in Virginia via email
• 387 responders met criteria for the study (full or part-time elementary school
counselor in 2010-2011)
• 1/3 of elementary school counselors in Virginia represented in the study
Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral
dissertation, Virginia Tech). Retrieved via email communication.
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Related Research cont’d
• Findings (highlighted as pertaining to this discussion)
• What Activities are being used by Counselors with the Highest Self Efficacy?
•
Used online career exploration programs
•
Informed parents of career development school counseling standards
•
Informed teachers of ways to incorporate career development into the classroom (Seibert, 2013)
• Top 3 Career Activities conducted by counselors indicating “all standards were
met”
• K-3: classroom career exploration (101), using print materials (98), completed online
career exploration programs (82)
• 4-5: classroom career exploration (106), using print materials (99), completed online
career exploration programs (89)
• Summary: Classroom career exploration (90.59%), using print materials (84.21%),
completed online career exploration programs (66.76%)
Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral
dissertation, Virginia Tech). Retrieved via email communication.
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Related Research cont’d
• Career Development Standards
• K-3: 70.113% of Virginia K-3 School Counselors believe they met 50% or more of the
standards
• 4-5: 68.2% of Virginia 4-5 School Counselors believe they met 50% or more of the standards
• Implications
• Approximately 30% of Virginia elementary school counselors may not actively pursue the goal to meet
career development standards.
• School counselors may not be held accountable for meeting state standards for career development
(affecting transition to the middle school)
• Results of the study assist counselor educators to prepare students to meet the state and national
standards in particular for career development at the elementary level.
Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral
dissertation, Virginia Tech). Retrieved via email communication.
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What are the requirements to be RAMP-Ready?
According to School Counselor Magazine:
Your Program:
•
Has measurable goals that tie into the school’s goals
•
Has administrator support
•
Has an advisory council dedicated solely to the school counseling program that includes all the stakeholders
•
Has annual and weekly calendars that reflect the suggested use of school counselor time
Your School Counselors:
•
Create a yearly classroom guidance action plan and regularly deliver classroom guidance lessons tied into program goals
•
Regularly deliver small-group lessons based on students’ and the school’s specific needs
•
Regularly collect process, perception and results data on all areas of the program
•
Analyze and evaluate the data to guide the program
•
Identify achievement and learning gaps and develop interventions to address the gaps
•
Regularly evaluate and reflect on the program and how leadership, advocacy and collaboration efforts have an impact on
systemic change in your school and district
ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp. Accessed 9 September 2014.
ASCA (2014). School Counselor. http://schoolcounselor.org/magazine/blogs/july-august-2010/is-your-program-ramp-ready. Accessed 29 September
2014.
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RAMP Application Components
including hyperlinks to rubrics
• Vision
• Calendars
• Mission
• Core Curriculum: Action Plan and
Lessons
• Program Goals
• Student Standards
• Annual Agreement
• Advisory Council
• Core Curriculum: Results Report
• Small Group Responsive Services
• Closing-the-Gap Results Report
• Program Evaluation Reflection
ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp/application-process. Accessed 9 September 2014.
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RAMP-Ready Strategies
• Be intentional
• Think long-term
• Be patient
• Take ownership
• Follow through and follow up
• Collect and use your resources
• Be confident
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Consider:
Parent/Family Barriers
Barriers to Career Development
Internal vs. External
Teacher/Instructional
Barriers
 Internal: beliefs students and
parents have about school or
community
Parent/Teacher
Interaction Barriers
 Student self-efficacy, previous
student experiences, parent
Student Barriers
school experiences, parents
feeling welcome/unwelcome in
the school
 External: socio economic status,
School/Educational
System Barriers
immigrant/minority status, language
Perceived Resources for
School Success Barriers
To learn more, check out VIEW’s Barriers Toolkit
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VIEW Resources
• Career development standards checklist, basic and detailed; available
in print and PDF form for easy entry
• Postcards to document resources shared with teachers and to request
feedback
• VIEW Teacher Guides (elementary and middle versions)
to engage teachers in career development
• Student feedback forms
• Student perceptions of resources (elementary and middle
versions)
• Motivation – pre/post survey via MUSIC Model of Academic
Motivation Inventory; for more on the MUSIC Model, visit Dr. Brett
Jones’ VT MUSIC Model website.
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VIEW Resources cont’d
• Strategic Resource Booklet
• Guides and Grids
• Counselor Standards (elementary and middle)
• Standards of Learning (elementary)
• Guide to Activities by Career Cluster
• Academic and Career Plan Guides
• Parent
• Educator
• Career Town, Career Town Resource Guides
• Printable Activities (elementary and middle)
• Kids Search, Who R U
• Outreach Resources
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Other Resources
• ASCA Scene: Online forum
• ASCA Webinars
• ASCA Books
• List of Virginia Ramp Recipients
• Blakely, C. D. (2009). Effectiveness of school counselor supervision:
Trainees utilizing the ASCA model. ProQuest, UMI Dissertations
Publishing).
• Dollarhide, C. T., & Saginak, K. A. (2008). Comprehensive school
counseling programs: K-12 delivery systems in action. Boston:
Pearson/Allyn and Bacon.
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Recommended Activity: Case Study (on your own time)
1.
Go to http://www.schoolcounselor.org/.
2.
Click on the ASCA National Model/RAMP link on the left side of your screen.
3.
Click on the Learn About RAMP tab.
4.
Click on RAMP Resources on the left side of your screen.
5.
Click on Examples of Outstanding RAMP applications.
6.
Choose 2 schools to study. Consider:
• How is each school similar to and different from your school regarding barriers and
makeup?
• What were the strengths of each application?
• What do you think could have been improved in their application?
• Summarize: What are your “takeaways”?
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Emily Fielder
[email protected]
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