asca national model ramp audit: lee-davis high...
TRANSCRIPT
Running head: RAMP AUDIT 1
ASCA National Model RAMP Audit: Lee-Davis High School
Kelly Hodgkins, Shannon Torres, and Samantha Zimmerman-Bobb
Virginia Commonwealth University
CLED 613
RAMP AUDIT 2
Introduction
In an effort to assist the school counseling profession in becoming more standardized and
effective, the American School Counselors Association (ASCA) developed the ASCA National
Model which provides a framework for counselors across the country to measure how their
programs are making progress. Along with the National Model, ASCA introduced the
Recognized ASCA Model Program (RAMP) designation that acknowledges comprehensive
school counseling programs in their implementation of four components of the model:
foundation, management, delivery, and accountability. One school that is looking to be RAMP-
certified is Lee-Davis High School (L-DHS). L-DHS is working to bring together the necessary
elements that will allow for stronger results from their program’s execution. This document
includes an audit of the elements from L-DHS School Counseling Program, which exemplify the
four components of the ASCA National Model.
Foundation
Vision Statement - Score of 1
1-Poor 2-Weak 3-Satisfactory
4-Strong 5-Exemplary
Creates a vision of learning for all students
NA
X NA Yes Yes To the
highest extent
5 Components
1. Describes a future world where the school counseling goals and strategies are being successfully achieved.
2. Outlines a rich and
Lacks focus and includes only one or two
X
-No vision statement provided
Lacks focus or does not include
Addresses
Clearly addresses
To the highest extent
RAMP AUDIT 3
textual picture of what success looks like and feels like
3. Is bold and inspiring 4. States the best
possible student outcomes that are five to 15 years away
5. Is believable and achievable
Narrative provides explanation of
1. how beliefs influenced the vision statement, 2. how it was developed 3. why components were included or excluded
X Little or no explanation
Lacks explanation
Provides explanation
Strong explanation
Exemplary explanation
Rationale. The vision statement received a score of 1 on the RAMP audit. The school
counselors at L-DHS communicated that the school counselors are fairly new to the school,
therefore the foundation component of the ASCA National Model is a working progress. After
discussion with the school counseling department at L-DHS, they have not established their
beliefs or developed a vision statement for the school counseling program. A mission statement
was submitted with the annual agreement, however there was no evidence of a vision statement.
To obtain a satisfactory score on the RAMP audit, the school counselors at Lee-Davis High
School must develop a vision statement that is separate from the mission statement.
Recommendations. The vision statement should describe desired outcomes for student
achievement that will manifest 5 to 15 years later in the future. One recommendation is to
collectively establish beliefs; the beliefs of the school counselors will be a guide for the vision
and mission statement. Although the vision statement must be bold and inspiring, it should also
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be believable and attainable. Reviewers of the RAMP application will expect the vision
statement to provide a descriptive and textual picture of what success looks and feels like for all
students. Last, the vision statement should describe a future world where the school counseling
goals and strategies are successfully achieved.
The vision statement was not provided, therefore this section cannot earn a score higher than
1. In addition, the L-DHS school counseling department must create a narrative for the vision
statement. The narrative should describe how the vision statement was developed and how
beliefs influenced the vision statement. The last portion of the narrative should explain why
components were included or excluded.
Mission Statement - Score of 1.
1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary One Focus
X Lacks focus
Lacks Focus Yes Yes Yes
Meets all four components 1. aligns with the school’s
mission statement and may show linkages to district and state department of education mission statements
2. is written with students as the primary focus
3. advocates for equity, access and success of every student
4. indicates the long-range results desired for all students
Includes one or two
X Does not include all four
1.) state linkage missing
2.) yes 3.) yes 4.) yes
Addresses
Clearly addresses
To highest extent
Narrative addresses 1. how mission statement was developed and
X -No narrative
Provides little explanation
Provides explanation
Strong explanation
Exemplary explanation
RAMP AUDIT 5
2. why components were included or excluded
School’s mission statement is included
May be May be Yes
X Yes Yes
Rationale. The mission statement (see Appendix A) receives a score of 1 on the RAMP
audit. The mission statement was included along with the Hanover County District mission
statement, and the school mission statement. The score on this section is reflective of the
information that was submitted. The program mission statement is clear and concise, yet it does
not include all four components of an effective mission statement. The mission statement
addressed equity and success of every student by promoting academic, career, and
personal/social growth for all students. The mission statement also addressed long-range results
by asserting that students will have lifelong success and be responsible citizens. It is evident that
students are the primary focus for this mission statement. One recommendation is to mention the
use of a comprehensive school counseling program that fosters the mission statement.
Recommendations. The school counseling mission statement must be tied to the
school’s mission statement and must be presented to and accepted by the administration,
counselors, advisory council and school board. The mission statement must also align with the
state department of education mission statement. For RAMP certification, a narrative must be
provided along with Lee-Davis High School’s mission statement. The narrative should address
how the mission statement was developed, and why components were included or excluded. We
advise that the L-DHS school counseling department develop an individualized mission
statement that links to the program philosophy and the vision statement. In addition, we
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recommend that an additional statement is included to mention how student needs are met
through the implementation of a comprehensive school counseling program.
School Counseling Program Goals - Score of 1
1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary Focus attention on student achievement, attendance, behavior and/or school safety.
No Yes Yes
X Yes Yes
Address all five criteria: 1. Promote achievement,
attendance, behavior and/or school safety
2. Are based on school data 3. May address school wide data,
policies and practices to address closing-the-gap issues
4. Address academic, career and/or personal/social development
5. Are SMART: specific, measurable, attainable, results-oriented, time-bound
No
No
X
Yes Yes Yes
Linked to school data NA
X
NA Linked Clearly Unmistakably
Are statements about desirable outcomes
NA
NA
X
NA Strong Exemplary
Narrative addresses: 1. How goals were developed 2. How they address learning
and/or student inequalities 3. How they are founded in data
No
X
No Yes Yes Yes
Rationale. The school counseling program goals of L-DHS (see Appendix B) receives a
score of 1. The school counselors at Lee-Davis High School worked collaboratively to target
program goals. The program goals promote student achievement, attendance, and behavior
RAMP AUDIT 7
and/or school safety. Despite the school counselors’ committed effort in establishing SMART
goals, there is no evidence that the goals are based on school data. The program goals have set
percentages, however baseline data is missing. There was little mention of the desired outcomes
based on what the school counselors hope to accomplish through these program goals. Two out
of three of the goals lacked clarity of a projected time/date that each goal will be obtained.
Although there is evidence of a closing-the-gap goal, there is no evidence of baseline data
collected for this goal.
Recommendations. One recommendation would be to examine the school data profile
to identify academic gaps by categories to disaggregate the data. Also, a narrative should be
included to explain how the goals were developed, how they are founded in data, and how they
address learning and/or student inequalities. We also suggest that the school counselors complete
the school counseling program SMART goals worksheet as a tool to help set goals.
ASCA Student Standards - Competencies & Indicators - Score of 1
1-Poor 2-Weak 3-Satisfactory
4-Strong 5-Exemplary
Developmentally appropriate comp & ind for each grade level
No
X
Yes Yes Yes Yes
Link to counseling goals, mission, school needs
Poorly Link
X
Somewhat link
Link
Clearly link
Unmistakably
Narrative provides: 1. An explanation as to how these competencies an indicators were selected 2. How they inform the core curriculum for all students
No Explanation
X
Lacks adequate explanation
Provides an explanation
Strong Exemplary
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3. How they are reviewed and revised each year
Rationale. The ASCA Student Standards & Competencies receives a score of 1 on the
RAMP audit. There was no submission of school-specific competencies or indicators from the
ASCA Student Standards. Since this section was not submitted, we were unable to determine if
the competencies and indicators are developmentally appropriate for each grade level.
Recommendations. To meet the satisfactory requirements for RAMP certification, the
competencies and indicators must link to counseling goals, mission, and school needs. This
section also lacked a narrative that explains how the competencies and indicators were selected;
how they inform the core curriculum for all students; and how they are reviewed and revised
each year. School counselors should select competencies and standards that align with the
specific standards that are identified for classroom lessons and small group activities addressing
student developmental needs. The competencies should directly reflect the vision, mission and
goals of the comprehensive school counseling program and align with the school’s academic
mission. We recommend the use of the ASCA Crosswalk tool to align ASCA standards with
state standards. We also believe it is beneficial to use the program planning tool found on
www.ASCANationalModel.org to identify grade-level competencies and indicators.
Management
Annual Agreement - Score of 1
1-Poor
2-Weak
3-Satisfactory
4-Strong
5- Exemplary
Signed within first two months of school year the RAMP application covers
NA
X NA Yes Yes Yes
RAMP AUDIT 9
One per school counselor NA
X
Yes Yes Yes Yes
Each agreement is thorough and reflect each school counselors’ scope of work
No No Yes Yes
Yes
X
Percentage of time aligns with recommended use of time for direct/indirect services (80% or more) and program planning/school support (20% or less)
Does not
May Yes
Yes
Yes
X
Reflects the school counseling program’s vision, mission and goals
Does not
Does not
X
Reflects Reflects Unmistakably reflects
The narrative provides rationale of the school counselor’s use of time that supports the program goals.
Does not provide
Lacks clear rationale
Rationale Compelling rationale
Highest and most compelling rationale
Narrative reflects 1. the formal discussion between school counselor and principal and 2. how the decision to distribute duties among the school counseling staff was made.
Does not
X
Not clearly
Yes Yes Yes
Rationale. The Annual Agreement section of the RAMP Audit (see Appendix C)
receives a score of 1. The Annual Agreement is a computer copy that is missing the physical
dates and signatures. As a result of missing information, we are unsure if the annual agreement
has been reviewed by school administration. There is evidence of one annual agreement,
however an annual agreement must be established for each counselor. The percentage of time
RAMP AUDIT 10
does align with the recommended use of time for direct/indirect services (80% or more) and
program planning/school support (20% or less). It reflects the school counseling program’s
mission and goals, but does not reflect the vision. There is no narrative provided.
Recommendations. We advise that the Counseling department provide a scanned copy
of each Annual Agreement (one per counselor) in order to showcase signatures and verify that it
was done within a two-month timeline. Additionally, a vision statement must be included.
Lastly, a narrative should be provided that includes a summary of the formal discussion between
the counselor and the principal as well as how the counselors decided who among them was
assigned what duties.
Advisory Council - Score of 1.
1-Poor 2-Weak 3-Satisfactory
4-Strong 5-Exemplary
2 sets of agenda and minutes
Little or no detail and clarity
X
Lack detail and clarity
Included Detailed Highly detailed with supporting documentation
Representatives from all stakeholders (parents, teachers, administration, community, etc) (includes list of members and stakeholder position)
Lacks representatives from all stakeholders
X
Lacks representatives from all stakeholders
Representatives from all stakeholders
Representatives from all stakeholders
Representatives from all stakeholders
School data, goals, activities presented to council
Little or no evidence
X
Lack of evidence
Evidence Detailed evidence
Highly detailed evidence
Council provides input on goals and activities
Little or no evidence
Lack of evidence
Evidence Evidence Clear evidence
RAMP AUDIT 11
X
Council solely focused on School Counseling Program (if no, score can be no higher than 3)
No
X No No Yes Yes
Narrative provides 1. explanation of how council was developed and 2. how it guides the program
Little or no evidence
X
Lack of evidence
Explanation Detailed explanation
Highly detailed explanation
Rationale. The L-DHS Advisory Council section (See Appendix D) receives a score of
1. There is little evidence regarding the list of stakeholders that are represented on the council.
This section includes a letter addressed to Mr. Norman Sulser, who only represents one member
of the council. After discussion with the L-DHS Counseling Department, it is known that they
have not yet facilitated an advisory council meeting. Because of this, there is no evidence of
presentations regarding the program’s mission and vision statement, program goals, or activities.
There is also no information about the council’s feedback towards the L-DHS Counseling
Program. Since the advisory council has not yet convened, the agenda and meeting minutes are
not available. Additionally, there was no narrative provided by the department to explain the
council and how it provides valuable input for the program.
Recommendations. In order to receive a higher score on the advisory council section, we
have a few recommendations for the L-DHS Counseling Department as they begin establishing
their council. We advise that the council include representation not just from community
members but from parents, teachers, administrators, and students as well. As they plan for their
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initial meeting, the Counseling Department should include two agendas that have highly detailed
points of discussion that focus only on the L-DHS School Counseling Program. They should
make sure that the points of discussion within each meeting’s agenda align with the program’s
goals and show school data as well as direct and indirect activities that support achievement
towards the designated goals. L-DHS school counselors should also show evidence of
stakeholder inclusion and input towards creating activities and establishing goals for the
following year. Lastly, a narrative should be provided that includes an explanation of how the
council was chosen and how it guides the program’s influence on the school community.
Calendars
1-Poor 2-Weak 3-Satisfactory
4-Strong 5-Exemplary
Master Calendar Highly detailed Not
detailed Limited detail
X Detailed Highly
detailed Highly detailed
Depth and breadth of a SC program
X Yes Strong Exemplary
Impacts all students NA NA NA Yes
X Yes, including stakeholders
Reflects program goals and goals and activities of curriculum action plan
Little or no reflection
Lacks reflection
X Reflects Clearly
reflects Unmistakably reflects
Weekly Calendars Two weekly calendars for each counselor (one fall and one spring)
No
X No
Yes
Yes
Yes
Detail of calendars
Little or no detail
Lacks detail
Detailed Detailed Highly detailed
RAMP AUDIT 13
X Correlation with percentage of time from annual agreement
Little or no correlation
X Lacks correlation
Correlate
Correlate
Highly correlate
Activities are clearly coded so that percentage of time is clearly communicated.
NA
X NA NA NA Yes
Narrative includes: 1. Explanation of the annual and weekly calendars 2. How calendars are used and adjusted during the year
No
X
No Yes Yes Yes
Master Calendar - Score of 1
Rationale. The annual master calendar receives a score of 1. The L-DHS master calendar
is in the form of a Google calendar that is shared online between the school counseling
department. Although the calendar is for the current year, the RAMP certification requires that
the calendar showcase events from the most recently completed year, which would be 2014-
2015.
The current master calendar provides limited detail of the events that are facilitated by
the department. Each event has a date, time, and short name to briefly identify what the event
entails but does not show full depth and breadth of the school counseling program’s impact on
stakeholders. From the events listed, it is difficult to tell how the time is divided between direct
and indirect services; assuming that not all school counseling services are listed. Due to the
limited detail, the calendar events cannot be compared with the allotment of direct and indirect
services as outlined in the L-DHS annual agreement.
RAMP AUDIT 14
All L-DHS students are impacted by the school counseling program’s events such as 9th
grade small group counseling, presentations to 10th grade physical education classes, small
groups for 11th graders towards the end of the year, and individual senior meetings. In addition
to focused grade level events, the calendar includes door decorating contests and college
workshops that are available to the entire L-DHS student community.
Lastly, two of the three goals that the counseling department created are reflected through
the annual calendar. The department aims to assist 30% of ninth grade students in joining at least
one extracurricular activity by the end of their year. This goal is represented through the use of
“campfire” counseling groups that will be implemented during the fall semester specifically for
this population. They also strive to assist 30% of potential first generation college students in
applying to at least one four year college/university. By putting on programs such as college
bootcamp, first generation college student workshops, individual senior meetings, and common
application workshops, the L-DHS counseling department clearly integrates their third goal
throughout the annual calendar. Although two of the goals are represented within the calendar’s
events, the second goal of reducing missed class time for students dealing with emotional issues
is not as clearly seen. This might be because it is more difficult to account for these responsive
services through the annual calendar, as they may be delivered based on the immediate needs of
the students.
Recommendations. In order to receive higher scores for the annual calendar section, the
counselors at L-DHS can include more detail about the events they coordinate in order to show
the entirety of the services the L-DHS Counseling Department provides to the school community
in addition to emphasizing the academic, career, and personal/social domains. They should also
organize their events based on the allotment of direct and indirect hours that was outlined in their
RAMP AUDIT 15
annual agreement so it is clear for those looking at the calendar to see how their percentage of
time is divided. Lastly, the calendar should reflect more detail about their second goal regarding
the reduction of missed class time, such as a date and time to analyze the data that has been
collected through their Google form.
Weekly Calendars - Score of 1.
Rationale. The weekly calendars section receives a score of 1. Since there was no
submission of the weekly calendars for the five school counselors employed at L-DHS, we were
unable to see the allotment of time for direct and indirect services and how they correlated with
the annual agreement’s percentages. There was also no evidence of a narrative that explains the
annual and weekly calendars and how they are adjusted during the school year.
Recommendations. Once the weekly calendars have been submitted, our
recommendations would include the same recommendations that were made for the annual
calendar along with a narrative that explains the organization of both the annual and weekly
calendars and describes how they are used or adjusted during the year.
Delivery System School Counseling Core Curriculum Action Plan - Score of 1
1-Poor 2-Weak 3-
Satisfactory 4-Strong 5-
Exemplary Comprehensive in scope
Not comprehensive
Not comprehensive
Comprehensive
Comprehensive
X Highly
Developmentally appropriate
No No Yes Yes Yes
X Content of lessons address topics appropriate to student achievement and success based on
NA
X
NA NA Yes Address a broad variety
RAMP AUDIT 16
school data. Three classroom lessons link to vision, mission, and comp & indicators
Lack linkage
X May link Lessons link Exemplary
lessons that directly link
Exemplary lessons that directly link
All students impacted
NA
X NA
Impacted Impacted Clearly affected
Content addresses topics of student achievement and success and based on school data and program goals
NA
X
NA NA Yes Numerous topics
Plan for evaluation No plan Partial plan Included
X Highly detailed
Highly detailed
Narrative addresses: 1. Rationale for the design and implementation of the SC core curriculum 2. Describes what, to whom and how it will be delivered, and how students’ attainment of the competencies will be evaluated
No
X
No Yes Yes Yes
Rationale. The L-DHS School Counseling Core Curriculum Action plan receives a score
of 1. It was comprehensive, but the content of the lessons does not seem to address topics
appropriate to student achievement and success based on school data. It was missing three
classroom lessons that link to vision, mission, and competencies & indicators so not all students
are impacted. The content does not address topics of student achievement and success, nor is it
based on school data and program goals. They do have a plan for evaluation, but there was no
narrative.
RAMP AUDIT 17
Recommendations. We advise that the L-DHS Counseling Department include any
process, perception, and outcome data used in connection with each lesson. These lessons should
be classroom-oriented, and have an impact on all students. They should also show a correlation
with student achievement and success based on available school data and goals established.
Lastly, a narrative should be provided that discusses what the lesson plan is, to whom it will be
delivered, and how competencies will be evaluated as well as why the design and
implementation of the school counselor core curriculum was chosen.
School Counseling Core Curriculum Results Report - Score of 1
1-Poor 2-Weak 3-Satisfactory
4-Strong
5-Exemplary
Summarizes 3 lessons linked to vision, mission, and comp & indicators
Lacks alignment evidence
X
Lacks alignment
Three lessons link
Three high quality lessons that directly linked
Three exemplary lessons that directly linked
Process data included No
X No Yes High quality Exemplary
Perception data included
No
X No Yes High quality Exemplary
Results data included No
X No Yes High quality Exemplary
Implications NA
X
NA NA Thoroughly discussed
Insightful and will lead to the delivery of exemplary lessons in the future.
Narrative 1. Reflects on the analysis of effectiveness of the lessons
No
X
No Yes Yes Yes
RAMP AUDIT 18
Rationale. The L-DHS School Counseling Core Curriculum Results Report receives a
score of 1. There was no submission of the results report since the L-DHS Counseling
Department is currently implementing their core curriculum for the 2015-2016 school year and
unable to collect results until June 2016. Since three classroom guidance lessons were not
designated in section eight, we are unable to make a connection of the results report to the
summaries of each lesson plan and how they each align with their mission, vision, and
competencies and indicators. In addition, there was no inclusion of charts or graphs that
summarize the process, perception, and outcome data that was collected or implications for
future lesson delivery. Lastly, this section lacks a narrative from the L-DHS counseling
department that analyzes the lesson’s effectiveness and how the department will make
improvements for core curriculum delivery.
Recommendations. Our recommendations to the L-DHS Counseling Department are to
continue collecting process, perception, and outcome data on the direct services they are
providing to their students and connecting it to their three outlined goals for the 2015-2016
school year. Once they have finished implementing their delivery, they should organize their
data with charts and graphs that summarize how the curriculum has changed the student’s they
provided services towards and offer suggestions for future implementation. Lastly, a narrative
should be included that shows an analysis of the lesson’s benefits in addition to how adjustments
will be made for future delivery.
Small-Group Responsive Services (“New Student Group”) - Score of 1
2. Addresses how the results will inform future school counseling activities
RAMP AUDIT 19
1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary
List of groups of at least four meetings (name, focus, # of students, who conducted, number of times met)
One or more
X
At least one Two or more Multiple groups
Multiple groups
Address a variety of needs
NA NA NA A variety Broad variety
X Lesson plans for one group
Not detailed
Lacks detail Detailed and comprehensive
Detailed and comprehensive
X
Highly detailed and comprehensive
Tied to program goals and comp & indicators
Does not link
X Lacks linkage
Directly tied Directly tied Directly tied
Comprehensive and developmentally appropriate
May be May be Yes Yes Yes
X Enables students to master standards, comp & indicators
No May
X Likely Likely Highly likely
Process, perception and results data are included
Little or no process, perception or outcome data
X
Lack of process, perception or outcome data
Clear and relevant process, perception and outcome data
High quality, clear and relevant process, perception and outcome data
Highest quality process, perception and outcome data
Narrative addresses: 1. How group topics selected 2. How participants selected 3. How results will inform future
No
X
No Yes Yes Yes
RAMP AUDIT 20
groups 4. How the decision was made as to who delivered the groups (if more than one counselor)
Rationale. The Small-Group Responsive Services section of the RAMP Audit (see
Appendix E) receives a score of 1. There was not a list of group meetings, though they did
address a variety of needs. There was a lesson plan for each group but they were not tied to
program goals or competencies & indicators. It was comprehensive in scope and is
developmentally appropriate. It does not state whether the content of the lesson addresses topics
appropriate to student achievement and success based on school data. It does indicate a link to
the mission statement or the vision, as there isn’t one listed. The lesson plan does not impact all
students because it was made for a specific group (new students). The lesson plan addresses
student achievement and success based on program goals, but not on school data. They have
included a plan for evaluation but it does not follow the template. There is no narrative provided.
Recommendations. We advise that the L-DHS Counseling Department add a list of
prospective group meeting dates (4+) to the Small Groups lesson plan. Each lesson plan should
be visibly tied with the program goals and competencies & indicators. Each lesson plan should
also showcase ASCA standards being addressed and competencies & indicators. Any process,
perception, and results data gathered for each lesson should be visible. Lastly, a narrative should
be provided that discusses how each topic was selected, how each of the participants were
selected, how results data collected will be applied to future groups, and how it was decided
which counselor's would deliver each lesson.
Closing-The-Gap Results Report- Score of 1
RAMP AUDIT 21
1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary Clearly tied to the school counseling program goals
No
X
No Yes Yes Yes
Objective, target group, curriculum, materials
No
X
No Aligned and developmentally appropriate
Aligned and developmentally appropriate
Highly aligned and developmentally appropriate
Process data included
No
X
No Yes Clear and relevant
Exemplary
Perception data included
No
X
No Yes Yes Highest quality
Outcome data included
No
X
No Yes Yes Highest quality
Implications of data
No
X
No Yes Thoroughly discussed
Insightful and will lead to the delivery of exemplary closing-the-gap activities in the future.
Supplemental and supporting documentation
NA
X
NA NA Yes Exemplary
Narrative: 1. How gap was identified 2. why important to address
No
X
No Yes Yes Yes
Narrative addresses how research was used to determine activities and
NA
X
NA NA NA Yes
RAMP AUDIT 22
interventions
Rationale. The closing-the-gap report received a score of 1 on the RAMP audit. The
closing-the-gap report was not provided, therefore there is no evidence that the school counseling
program goals are reflected in the closing-the-gap results report.
Recommendations. Closing-the-gap activities should address important issues of equity
and student achievement, therefore process, perception, and outcome data should be evaluated in
this report. Implications of data should be thoroughly discussed in the narrative to explain how
the gap was identified, why this issue was important to address, and how research was used to
develop interventions to close the gap. Again, the school counselors at L-DHS must review the
school data report card in order to identify existing gaps, the data should be disaggregated to
determine a gap. Collecting data and analyzing results are key strategies to assess program
effectiveness. The closing-the-gap results report can also help school counselors advocate for
student equity. Another recommendation would be to review other data such as attendance and
disciplinary referrals to disaggregate this data as well.
Conclusion
The Lee-Davis High School Counseling Department is continuing to pull together the
necessary elements that will allow them to become RAMP-certified. With the aforementioned
rationale and recommendations, this audit will serve as a guide for assisting L-DHS on
implementing and maintaining a Recognized ASCA-Model Program.
RAMP AUDIT 23
References
School Data Report (n.d.). Lee-davis high school. Retrieved from
http://www.publicschoolreview.com/lee-davis-high-school-profile.
Virginia Department of Education (2015). Lee-davis high school. Retrieved from
https://p1pe.doe.virginia.gov/reportcard/report.do?division=42&schoolName=1146.