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Understanding the ASCA National Model for School
Counseling: Increasing Student Achievement and Counselor
Accountability
Presented By:
Linda Kopec
Elizabeth Younce
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OVERVIEW
The American School Counselor Association (ASCA) collaborated to create a National Model for School Counseling Programs to connect school counseling with the current educational reform movements that emphasize student achievement and success.
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RATIONALE
By aligning a school counseling program with the school/district mission and school improvement plan, school counselors:
….Partner as leaders in systemic change ….Ensure equity and access ….Promote academic, personal/social and
career development for every student.
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Goals of School Counseling Program
The ultimate goal of the school counseling program is to support the school’s academic mission.
Ensuring academic achievement for every student includes counselor initiated activities designed to meet the needs of under-served, under-performing and under-represented populations.
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People have wondered….
WHAT DO SCHOOL COUNSELORS DO?
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Historical Problems in School Counseling Programs
Lack of consistent identity Limited or no involvement in reform
movements Variation in roles from state to state and
site to site Non-school counselor responsibilities
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The ASCA National Model
What is a school counseling program?• Prevention education
• Developmental in nature
• A collaborative effort
• Driven by data
• Integrated into the Total Educational Program • Academics, Career, Personal/Social Development
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Data Driven
What are some of your current data sources?
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The old question was…
What do counselors do?
The new question is….
“HOW ARE STUDENTS DIFFERENT AS A RESULT OF THE SCHOOL COUNSELING PROGRAM?”
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From Entitlement…To Performance
From a Program that: Focuses generally on the number of
activities Measures the amount of effort Attends to the process of doing work Works to maintain the existing system
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From Entitlement…To Performance
To A Program That: Focuses on outcomes and improved
results Measures impact related to goals Attends to goals, objectives, and
outcomes Changes and adapts to be more
responsive
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From Entitlement…To Performance
From counselors who: Focus on good intentions Talk about how hard they work Generally feel little need to change their
behavior or approach
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From Entitlement…To Performance
To Counselors Who: Focus on accomplishments Talk about effectiveness Know their future rests on
accomplishments Communicate goals and objectives
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Implications
What is the purpose of the school counseling program?
What are the desired outcomes or results? What is being done to achieve those results? What evidence is there that the objectives
have been met? Is the program making a difference?
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School Counseling Programs Are About: Counseling Leadership Assessment Technology Managing Resources Teaming Collaboration Data-Driven Decisions Advocacy
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School Counseling Programs Are About:
RESULTS!
HOW ARE STUDENTS DIFFERENT AS A RESULT OF THE SCHOOL COUNSELING PROGRAM?
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Comprehensive School Counseling
A Comprehensive School Counseling program includes:• Program Planning
• Individual and Group Counseling
• Consulting (students, parents, teachers, agencies)
• Coordinating Services
• Student Appraisal
• Professional Development
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ASCA National Model (p. 20)
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The ASCA National Model
Addresses the Comprehensive School Program:• FOUNDATION
• DELIVERY SYSTEM
• MANAGEMENT SYSTEM
• ACCOUNTABILITY SYSTEM
• IMPLEMENTATION
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Themes Throughout the Model
ADVOCACY LEADERSHIP COLLABORATION SYSTEMIC CHANGE
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FOUNDATION
Beliefs and Philosophy Mission ASCA National Standards and Competencies Domains:
Academic Development
Career Development
Personal/Social Development
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Beliefs and Philosophy
We “agree statements• Guide the program development,
implementation and evaluation
• Require consensus from all personnel involved in the program
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Mission Statement
Describes the program’s purpose Provides a vision of what every student
should achieve Aligned with the school and district
mission statements
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Standards from the National Model
Standard 1: Program organization Standard 2: School guidance curriculum
delivered to all students Standard 3: Individual student planning Standard 4: Responsive Services Standard 5: Systems support Standard 6: School counselor and
administrator agreement
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Standards from the National Model, continued
Standard 7: Advisory Council Standard 8: Use of data Standard 9: Student monitoring Standard 10: Use of time and calendar Standard 11: Results evaluation Standard 12: Program Audit Standard 13: Be a student advocate, leader,
collaborator and systems change agent
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Delivery System
School Guidance Curriculum Individual Student Planning Responsive Services System Support
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Guidance Curriculum
Structured lessons delivered to all students Related to standards and competencies Integrated with academic curriculum Use data to develop lessons
• Environmental issues
• Discipline records
• Student records
• Standardized test scores
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Individual Student Planning
Ongoing systemic activities Designed to assist students in
establishing personal goals Designed to assist students in
developing future plans Helps students get from point A to point
B
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Counselor Planned and Directed
Test score review, interpretation and analysis
Promotion and retention information Career decision making Yearly course selection Test taking strategies
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Responsive Services
Designed to meet students’ immediate needs
Individual, group and crisis counseling Consultation, referral, mediation and
information Available to all students and parents
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System Support
Program management activities that establish, maintain, and enhance the program
Professional development activities Consultation, collaboration and teaming
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Management System Agreements Advisory Council Use of Time Calendars Action Plans
• Guidance Curriculum• Closing the Gap
Use of Data• Monitoring Student Progress• Closing the Gap
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Agreements
To ensure effective implementation of the program
Based on delivery systems and needs Negotiated every year
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Advisory Council
Group appointed to review the guidance program
Counselor, administrator, teachers, parents, students, community members
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Use of Time
Elementary
Guidance Curriculum – 35 – 45%
Individual Planning – 5 – 10%
Responsive Services – 30 – 40%
System Support – 10 – 15%
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Use of Time
Middle School
Guidance Curriculum – 25 – 35%
Individual Planning – 15 – 25%
Responsive Services – 30 – 40%
System Support – 10 -15%
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Use of Time
High School:
Guidance Curriculum – 15 -25%
Individual Planning – 25 – 35%
Responsive Services – 25 – 35%
System Support – 15 – 20%
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Calendars
Master Calendar Weekly Calendar Published Ensures planned activities are completed PR Tool
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Action Plans
Domain, standard and competency Description of activity Curriculum and materials to be used Time Allotment Person(s) responsible Evaluation of student success Expected result
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Action Plan Reflections
Are your objectives measurable? Can you use data elements that are
already being collected? Will the plan lead to results data? How will you measure?
• Pre/post tests
• Comparison to baseline data
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Use of Data
Student Monitoring – collection, analysis and interpretation of data to ensure all students achieve academic success
Closing the Gap – Use of disaggregated data which discerns the discrepancies between the desired results and the results currently being achieved
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How do Counselors Fit IntoNO CHILD LEFT BEHIND?
What can school counselors do to promote AYP, Closing the Gap, School Safety, etc.?• Study skills and test-taking skills groups for low-
performing students
• Conflict Resolution Training
• Counseling students with suspension and absenteeism issues
• Staff training on behavior management and school climate
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Academic Results Interventions (Grades 6 – 8)
After Academic Counseling Groups: 37% of 6th Graders (64) 24% of 7th Graders (47) 72% of 8th Graders (46) Demonstrated GPA Improvement
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Freshmen Promotion
Incoming 9th grade students who had one or more D or F in the 8th grade were placed in a mentoring program with upperclassmen. 95% of participating students were promoted to the 10th grade, versus 80% of those outside of the program
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Academic Goal Setting
After classroom guidance lessons pre-post tests indicated…
Student knowledge of goal setting increased from 10% to 90%
90% achieved their identified goal
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ACCOUNTABILITY
Results Reports School counselor performance
evaluations Program Audit
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Results Reports
Data:
Process
Perception
Results
Over Time: Immediate, Intermediate, Long Range
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Results Reports – Impact over Time
Personal/Social ResultsConflict Resolution ( K – 5)
Number of students who could peacefully resolve a conflict INCREASED from 55% to 88%
Following implementation of a Conflict Manager program the number of suspended students was REDUCED from 13% in 97/98 to 3% in 01/02
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Career Development (over 3 years)
Scholarship dollars for students increased from $750,000 to $825,000
Parent attendance increased from 150 – 500 at guidance sponsored events
Number of students visiting the career center increased from 30 to 200 daily
Graduation rates increased from 84 – 89%
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What does an Audit tell us?
Major strengths of the program Areas that need to be strengthened Categorizes the rate of progress of each
criteria Helps to determine short and long range
goals for improvement
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IMPLEMENTATION
Administrator Support Planned Steps On-going Program Evaluation
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Steps to Implementation
What if my school doesn’t want to change?
Ask yourself…• What are my students’ needs?
• What do I want to change?
• What do I have the power to change?
• What am I already doing that can be measured?
• START SMALL and use that data to support further expansion and change
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Steps to Implementation
1. Planning the Program
2. Building Your Foundation
3. Designing the Delivery System
4. Implementing the Program
5. Making the Program Accountable
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Next Steps
Review action plans Learn from experience Look at ways to implement new pieces of
the National Model each year for 3 -5 years
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National Model Best Practices
Start with what you can manage Align with school and district goals Define “at-risk” Data! Data! Data! Write measurable goals and objectives
that are reasonable Write plans early, review them regularly
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Best Practices
Understand the trends, work with the details
Collaborate with others at your school
Collaborate with other schools
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In Closing…..
All this will not be finished in the first one hundred days. Nor will it be finished in the first thousand days, nor in the life of this administration, nor even perhaps in our lifetime on this planet.
BUT LET US BEGIN.• John F. Kennedy
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And Finally….
“WE NEED TO BE THE CHANGE WE WANT TO SEE HAPPEN.
WE ARE THE LEADERS WE HAVE BEEN WAITING FOR.”
• Gandhi
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Questions?