recognized asca model program application – re-ramp c · recognized asca model program...

R E C O G N I Z E D A S C A M O D E L P R O G R A M A P P L I C A T I O N – R E - R A M P 1

Congratulations on your decision to Re-RAMPup your school counseling program. Thefollowing instructions will guide you through

the RAMP application process.

Use each of the 12 component pages as a cover pagefor that section, followed by u A brief (1/2 page – 1 page) narrative/explanation

of each component u The component response u Necessary documentation

All information and data must be from thecurrent academic year or the previousschool year.

You must submit FOUR completeapplications in four separate three-ringbinders. Applications will not beconsidered otherwise. Be sure to keep acopy of your completed application foryour own files.

Include a copy of the demographic and paymentinformation forms in one of the binders along withyour application fee of $75 and send to:

ASCA Re-RAMP Application1101 King St., Suite 625Alexandria, VA 22314

Also included in this packet are:u the scoring rubric for each component to help you

see what the reviewers will be looking for whenevaluating your application.

u the program audit from the ASCA National Modelto help you evaluate and reflect upon yourprogram’s strengths and areas for growth. You donot have to fill this out as part of theapplication. It’s for your information only.

The application deadline is February 1. RAMPstatus will be awarded to schools with average scoresof 54 or higher out of a possible 60.

By submitting your application, you are giving ASCApermission to share and reproduce your materials withappropriate citation given to your school.

Recognized ASCA ModelProgram Application – Re-RAMP

Application Components Checklist (be sure to include each of the following):

nn Informationnn School Demographics nn Statement of Philosophynn Mission Statementnn Competencies and Indicatorsnn School Counseling Program Goalsnn Management Agreementnn Advisory Councilnn Calendarnn Classroom Curriculumnn Small-Group Curriculumnn Guidance Curriculum Results Reportnn Closing the Gap Results Reportnn Program Evaluation Reflectionnn Evidence of School Board

Presentation/Acceptance*nn Payment

*After complete, provide evidence that the application, which is a picture of your school’scounseling program, has been presented to yourschool district’s board of education through original signatures or a copy of the school boardminutes or a copy of the school board agenda.

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InformationPrimary Contact Name ____________________________________________________________________________

Title____________________________________________________________________________________________

ASCA Member Number (if applicable) ______________________________________________________________

School _________________________________________________________________________________________

School Address __________________________________________________________________________________

City______________________________________________ State___________ ZIP code______________________

Phone__________________________ Fax __________________________ E-mail ____________________________

Payment

_______ Application fee, $75 per Re-RAMP application

_______ Purchase order handling charge, $10

_______ Total

nn Checknn Purchase Ordernn Credit card nn American Express nn VISA nn Mastercard

Credit Card No.________________________________________________________ Exp. ____________________

Signature ______________________________________________________________ V-Code __________________


Demographic InformationSchool district name ________________________________ # of students in district _________________________

Grade levels served at school _________________________ # of students at school _________________________

# of staff at school__________________________________ # of counselors at school _______________________

Average # of students served by each counselor _______________________________________________________

School setting is: nn Urban nn Rural nn Suburban

# of students identified as special education students ___________________________________________________

# of students who receive free lunch__________________________ reduced lunch _________________________

Percentage of students who are:

_______ Black

_______ Asian

_______ Native American

_______ White

_______ Hispanic

_______ Other

Names of other counselors at school:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

What are the top three issues with which your school is currently dealing?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


A. FOUNDATION

1. Statement of Philosophy

Include a copy of your school counseling program philosophy statement, which should reflect the needs of theschool’s constituents. If the philosophy statement is adapted from another source, please give the proper credit.Include original signatures from the following stakeholders to verify the statement was presented and accepted:school principal, all school counselors at the school and advisory council representatives. See the next page for anexample.

Statement of Philosophy Scoring Rubric

5Exemplarystatement ofphilosophy thatincludes an agreed-upon belief systemabout the ability ofevery student toachieve and includesethical guidelinesand standards.There is ampleevidence that thestatement ofphilosophy isschool-specific andhas been presentedto and accepted bythe school’sadministration,counselors and theadvisory council.

4Good statement ofphilosophy thatincludes an agreed-upon beliefsystem about theability of everystudent to achieveand includes ethicalguidelines andstandards. There isstrong evidence thatthe statement ofphilosophy isschool-specific andhas been presentedto and accepted bythe school’sadministration,counselors and theadvisory council.

3Satisfactorystatement ofphilosophy thatincludes an agreed-upon belief systemabout the ability ofevery student toachieve and includesethical guidelinesand standards.There is evidencethat the statementof philosophy isschool-specific andhas been presentedto and accepted bythe school’sadministration,counselors and theadvisory council.

2Poor statement ofphilosophy that mayinclude an agreed-upon belief systemabout the ability ofevery student toachieve and mayinclude ethicalguidelines andstandards. There issome evidence thatthe statement ofphilosophy isschool-specific andhas been presentedto and accepted bythe school’sadministration,counselors and theadvisory council.

1Weak statement ofphilosophy that mayinclude an agreed-upon belief systemabout the ability ofevery student toachieve and mayinclude ethicalguidelines andstandards. There isno evidence that thestatement ofphilosophy isschool-specific andhas been presentedto and accepted bythe school’sadministration,counselors and theadvisory council.


Example: Statement of Philosophy

The counselors in XYZ school believe:

u All students have dignity and worth

u All students have the right to participate in the school counseling program

u All students’ ethnic, cultural, racial, sexual differences and special needs are considered inplanning and implementing the school counseling program

u All students K-12 shall have access to a full-time, state-certified, master’s-degree-level schoolcounselor to deliver the counseling program

And that the XYZ comprehensive school counseling program should:

u Be based on specified goals and developmental student competencies for all students K-12

u Be planned and coordinated by school counseling teams in coordination with other school,parentor guardian and community representatives

u Utilize the many combined resources of the community to deliver programs

u Use data to drive program development and evaluation

u Be evaluated by a counseling supervisor on specified goals and agreed upon studentcompetencies

u Actively involve counseling team members to monitor students’ results

And that all counselors in the XYZ school:

u Abide by the professional school counseling ethics as advocated by the American SchoolCounselor Association

u Participate in professional development activities essential to maintain a quality schoolcounseling program

Accepted by (original signatures only):

Principal: ____________________________________________________________________________________

School counselor: _____________________________________________________________________________



Advisory council: _____________________________________________________________________________



*Adapted from John Smith Elementary School’s School Counseling Philosophy Statement


2. Mission Statement

Include a copy of your school counseling mission statement and the school’s mission statement. The schoolcounseling mission statement must be tied to the school’s mission statement and must be presented to andaccepted by the administration, counselors and advisory council. See the example on the next page.

Mission Statement Scoring Rubric

5Exemplary missionstatement clearlyreflecting theschool’s needs, link-ing with the visionand mission state-ment and reflectingstudents’ growthand developmentalneeds in the areas ofacademic, careerand personal/socialdevelopment. Thereis clear evidence,such as meetingminutes, that themission statementhas been presentedto and accepted bythe school’s admin-istration, the coun-selors in the schooland the advisorycouncil. The mis-sion statement indi-cates the generalcontent of theschool counselingprogram anddefines the schoolcounselor’s role inhelping the schoolmanifest its mission.

4Strong missionstatement clearlyreflecting theschool’s needs, link-ing with the visionand mission state-ment and reflectingstudents’ growthand developmentalneeds in the areas ofacademic, careerand personal/socialdevelopment. Thereis evidence, such asmeeting minutes,that the missionstatement has beenpresented to andaccepted by theschool’s administra-tion, the counselorsin the school andthe advisory coun-cil. The missionstatement indicatesthe general contentof the school coun-seling program anddefines the schoolcounselor’s role inhelping the schoolmanifest its mission.

3Good mission state-ment reflecting theschool’s needs, link-ing to some extentwith the vision andmission statementand reflecting stu-dents’ growth anddevelopmentalneeds in the areas ofacademic, careerand personal/socialdevelopment. Thereis evidence, such asmeeting minutes,that the missionstatement has beenpresented to andaccepted by theschool’s administra-tion, the counselorsin the school andthe advisory coun-cil. The missionstatement indicatesthe general contentof the school coun-seling program anddefines the schoolcounselor’s role inhelping the schoolmanifest its mission.

2Weak mission state-ment that partiallyreflects the school’sneeds and does notclearly link to thevision and missionstatement and doesnot clearly reflectstudents’ growthand developmentalneeds in the areas ofacademic, careerand personal/socialdevelopment. Thereis some evidencethat the missionstatement has beenpresented to andaccepted by theschool’s administra-tion, the counselorsin the school andthe advisory coun-cil. The missionstatement does notindicate the generalcontent of theschool counselingprogram anddefines the schoolcounselor’s role inhelping the schoolmanifest its mission.

1Poor mission state-ment that does notreflect the school’sneeds and does notlink to the visionand mission state-ment and does notreflect students’growth and devel-opmental needs inthe areas of academ-ic, career and per-sonal/social devel-opment. There is noevidence that themission statementhas been presentedto and accepted bythe school’s admin-istration, the coun-selors in the schooland the advisorycouncil. The mis-sion statement doesnot indicate thegeneral content ofthe school counsel-ing program anddefines the schoolcounselor’s role inhelping the schoolmanifest its mission.

Example: Sample Mission Statements

XYZ SchoolThe mission of XYZ School is to prepare all students academically and socially to contribute at thehighest levels as productive members of society, through a partnership of empowered students,educators, parents or guardians and the community responsible for the learning process.

School Counseling Program Mission StatementThe mission of XYZ School’s school counseling program is to provide a comprehensive, developmen-tal counseling program addressing the academic, career and personal/social development of all stu-dents. School counselors are professional school advocates who provide support to maximize stu-dent potential and academic achievement and provide directed assistance to those students deemed“at-risk” and performing below grade level. In partnership with other educators, parents orguardians and the community, school counselors facilitate the support system to ensure all studentsin XYZ School have access to and are prepared with the knowledge and skills to contribute at thehighest level as productive members of society.

Accepted by (original signatures only):

Principal: ____________________________________________________________________________________







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3. Competencies and Indicators

Use the template on the following page to show the competencies and indicators the school counseling programis currently focusing on, or create one of your own. Provide an explanation as to how these competencies andindicators were selected and how they are revised each year, Include original signatures from the following stake-holders to verify the competencies and indicators were presented and accepted: school principal, all counselors atthe school and advisory council representatives.

Mission Statement Scoring Rubric

5Developmentallyappropriate andmeasurable compe-tencies and indica-tors are identifiedfor each applicablegrade level anddirectly link to thecounseling pro-gram’s mission,goals and theschool’s needs.Each competencyand indicator select-ed clearly relates tothe ASCA stan-dards. All ASCAstandards are thor-oughly coveredacross grade levels.Complete explana-tion of how thesecompetencies andindicators were cho-sen is provided.There is evidencethe standards andcompetencies havebeen presented toand administration,counselors and advi-sory council.

4Developmentallyappropriate andmeasurable compe-tencies and indica-tors are identifiedfor each applicablegrade level anddirectly link to thecounseling pro-gram’s mission,goals and theschool’s needs.Each competencyand indicator relatesto the ASCA stan-dards. All ASCAstandards are cov-ered across gradelevels. Thoroughexplanation of howthese competenciesand indicators werechosen is provided.There is evidencethe standards andcompetencies havebeen presented toand administration,counselors and advi-sory council.

3Developmentallyappropriate andmeasurable compe-tencies and indi-cators are identifiedfor each applicablegrade level that par-tially link to thecounseling pro-gram’s mission,goals and theschool’s needs. Theselected competen-cies and indicatorsrelate to the ASCAstandards. MostASCA standards arecovered acrossgrade levels.Explanation of howthese competenciesand indicators werechosen is provided.There is evidencethe standards andcompetencies havebeen presented toand administration,counselors and advi-sory council.

2Competencies andindicators are iden-tified for each appli-cable grade leveland somewhat linkto the counselingprogram’s mission,goals and theschool’s needs. Theselected competen-cies and indicatorsweakly relate to theASCA standards.Some ASCA stan-dards are coveredacross grade levels.Weak explanation ofhow these compe-tencies and indica-tors were chosen isprovided. There issome evidence thestandards and com-petencies have beenpresented to andadministration,counselors and advi-sory council.

1Competencies andindicators are iden-tified for each appli-cable grade levelthat poorly link tothe counseling pro-gram’s mission,goals and theschool’s needs. Theselected competen-cies and indicatorsdo not relate to theASCA standards.Few ASCA stan-dards are coveredacross grade levels.Poor explanation ofhow these compe-tencies and indica-tors were chosen isprovided. There isno evidence thestandards and com-petencies have beenpresented to andadministration,counselors and advi-sory council.


Template: Standards, Competencies and Indicators

Complete this form by entering the competencies and/or indicators that your school counseling program is cur-rently focusing on and has approved under each ASCA National Standard.

ACADEMIC DEVELOPMENT DOMAIN Grade LevelsStandard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

ACADEMIC DEVELOPMENT DOMAIN Grade LevelsStandard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

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ACADEMIC DEVELOPMENT DOMAIN Grade LevelsSTANDARD C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

CAREER DEVELOPMENT DOMAIN Grade LevelsSTANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

CAREER DEVELOPMENT DOMAIN Grade LevelsSTANDARD B: Students will employ strategies to achieve future careergoals with success and satisfaction.

R E C O G N I Z E D A S C A M O D E L P R O G R A M A P P L I C A T I O N – R E - R A M P 1 1

CAREER DEVELOPMENT DOMAIN Grade LevelsSTANDARD C: Students will understand the relationship between personal qualities, education, training and the world of work.

PERSONAL/SOCIAL DOMAIN Grade LevelsSTANDARD A: Students will acquire the knowledge, attitudes andinterpersonal skills to help them understand and respect self and others.


PERSONAL/SOCIAL DOMAIN Grade LevelsSTANDARD B: Students will make decisions, set goals and take necessary action to achieve goals.

PERSONAL/SOCIAL DOMAIN Grade LevelsSTANDARD C: Students will understand safety and survival skills.Competency C1 Acquire Personal Safety Skills

Principal: _________________________________________

School counselor: _________________________________ School counselor: ________________________________

School counselor: _________________________________ Advisory council: _________________________________

Advisory council: __________________________________ Advisory council: _________________________________


4. School Counseling Program Goals

Include your school counseling program goals for the current or previous academic year (use the goals thatguided the results report). Must include documentation, information and data you used to arrive at these goals,as well as a concise but thorough explanation of how and why you selected these goals. Include original signa-tures from the following stakeholders to verify the goals were presented and accepted: school principal, all schoolcounselors at the school and advisory council representatives.

School Counseling Program Goals Scoring Rubric

5Exemplary programgoals reflecting pri-oritized ASCANational Standardsand the school’sgoals. There is clearand complete evi-dence showing howthe goals wereselected and thatthey are based uponschool data andaddress academic,career and person-al/social develop-ment. There is com-pelling evidence thegoals have been pre-sented to andaccepted by theschool’s administra-tion, counselors andthe advisory coun-cil.

4Good programgoals reflecting pri-oritized ASCANational Standardsand the school’sgoals. There isstrong evidenceshowing how thegoals were selectedand that they arebased upon schooldata and addressacademic, careerand personal/socialdevelopment. Thereis strong evidencethe goals have beenpresented to andaccepted by theschool’s administra-tion, counselors andthe advisory coun-cil.

3Satisfactory pro-gram goals thatreflect prioritizedASCA NationalStandards and theschool’s goals.There is evidenceshowing how thegoals were selectedand that they arebased upon schooldata and addressacademic, careerand personal/socialdevelopment. Thereis evidence the goalshave been presentedto and accepted bythe school’s admin-istration, counselorsand the advisorycouncil.

2Weak program goalsthat may reflect pri-oritized ASCANational Standardsand the school’sgoals. There is someevidence showinghow the goals wereselected and thatthey are based uponschool data andaddress academic,career and person-al/social develop-ment. There is someevidence the goalshave been presentedto and accepted bythe school’s admin-istration, counselorsand the advisorycouncil.

1Poor program goalsthat do not reflectprioritized ASCANational Standardsand the school’sgoals. There is noclear evidenceshowing how thegoals were selectedand that they arebased upon schooldata and addressacademic, careerand personal/socialdevelopment. Thereis no evidence thegoals have been pre-sented to andaccepted by theschool’s administra-tion, counselors andthe advisory coun-cil.


Example: School Counseling Program Goals

A. By the end of the school year, sixth-grade student attendance will improve by 10 percent.

B. By the end of the school year, the number of office referrals for bullying will decrease by 25 percent over last year.

C. School counselors will spend 60 percent of their time in direct service to students.

Principal: ____________________________________________________________________________________








B. MANAGEMENT

5. Management Agreement

Include a copy of the management agreement for each counselor in the school. The management agreementmust include the percentage of time allocated for each delivery system area and must closely align with the sug-gested use of time. You can use one of the sample agreements provided, or you can use one of your own.Include a brief description of how duties are distributed among the counseling staff and how the decision to dothis was made.

Management Agreement Scoring Rubric

5Concise and thor-ough managementagreement for eachcounselor at theschool is includedthat reflects thescope of work ofeach counselor. Thepercentage of timespent in deliveryhighly correlateswith the ideal/sug-gested use of time.Each agreement issigned by the schoolcounselor and theschool’s principal.Each agreementclearly reflects theschool counselingprogram missionstatement and goals.

4Good managementagreement for eachcounselor at theschool is includedthat reflects thescope of work ofeach counselor. Thepercentage of timespent in deliverycorrelates with theideal/suggested useof time. Each agree-ment is signed bythe school coun-selor and theschool’s principal.Each agreementreflects the schoolcounseling programmission statementand goals.

3Satisfactory man-agement agreementfor each counselorat the school isincluded that showsthe work of eachcounselor. The per-centage of timespent in deliveryreflects theideal/suggested useof time. Each agree-ment is signed bythe school coun-selor and theschool’s principal.Each agreementreflects the schoolcounseling programmission statementand goals.

2Weak managementagreement for eachcounselor at theschool is includedthat may show thework of each coun-selor. The percent-age of time spent indelivery may reflectthe ideal/suggesteduse of time. Eachagreement is signedby the school coun-selor and theschool’s principal.Each agreementmay reflect theschool counselingprogram missionstatement and goals.

1Poor managementagreement for someof the counselors atthe school is includ-ed that does notshow the work ofeach counselor. Thepercentage of timespent in deliverydoes not reflect theideal/suggested useof time. Each agree-ment may be signedby the school coun-selor and theschool’s principal.The agreements donot reflect theschool counselingprogram missionstatement and goals.

Sample Distribution of Total School Counselor Time

Delivery Elementary Middle HighSystem School School SchoolComponent % of Time % of Time % of TimeGuidance Curriculum 35%-45% 25%-35% 15%-25%Individual Student Planning 5%-10% 15%-25% 25%-35%Responsive Services 30%-40% 30%-40% 25%-35%System Support 10%-15% 10%-15% 15%-20%

Adapted from Gysbers, N.C. & Henderson, P. (Eds.) (2000). Developing and managing your school guidance program, (3rd ed.), Alexandria, VA:American Counseling Association.


Example: Elementary School Counselor Management Agreement

School Year _________________ School____________________________________ Date ____________

Counselor _______________________________________________________________________________

PROGRAMMATIC DELIVERYThe school counselor/counselors will spend approximately the following time in each componentarea to ensure the delivery of the school counseling program.________% of time delivering guidance curriculum ________% of time with individual student planning________% of time with responsive services ________% of time with system support

Lessons will be delivered in the academic, career and personal/social domain.

Programs and services presented and available to staff include:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Programs and services presented and available to parents include:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Programs and services presented and available to the community include:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

The school counselor will be available to individual students/parents/teachers at the following times:

_______________________________________________________________________________________________

PROFESSIONAL DEVELOPMENTThe school counselor/counselors will participate in one or more of the following professional devel-opment:Once a month district meetings for counselors Yearly state conferenceYearly national conference Classes and/or workshops Other. Explain _______________________________

PROFESSIONAL COLLABORATIONOnce a week meeting with the administration Once a month present something to the facultyOnce a month meeting with grade level teams Twice a year meeting with advisory councilOther _______________________________________

How will this agreement be monitored during the school year?

_______________________________________________________________________________________________

Counselor signature & date Principal signature & date

___________________________________________ ___________________________________________


Example: Secondary School Counselor Management Agreement

School Year _________________ School____________________________________ Date ____________

Counselor _______________________________________________________________________________

STUDENT ACCESS:Students will access the school counselor by:nn a. Grade level nn c. Domain nn e. By academy/pathwaynn b. Alpha listing nn d. No caseload (see any counselor) nn f. (Other) please specify __________

SCHOOL COUNSELOR OF THE DAYOur counseling program nn will nn will not implement counselor of the day.

DOMAIN RESPONSIBILITIESLooking at your site needs/strengths, counselors will be identified as the domain counselors for thefollowing areas:

Academic domain: _______________________________________________________________________

Career domain: __________________________________________________________________________

Personal/social domain: ___________________________________________________________________

Rationale for decision: ____________________________________________________________________

PROGRAMMATIC DELIVERYThe school counseling teams will spend approximately the following time in each component areato ensure the delivery of the school counseling program?__________% of time delivering guidance curriculum__________% of time with individual student planning__________% of time with responsive services__________% of time with system support

SCHOOL COUNSELOR AVAILABILITYThe school counseling department will be open for student/parent/teacher access from ________________________ to ________________________

The department will manage the division of hours by ___________________________________________

The career center will be open from ____________________________ to ____________________________

The department will manage the division of hours by ___________________________________________

Programs and services presented and available to parents include:Example: counseling department newsletter, parenting classes, parent information night

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________


Example: Secondary School Counselor Management Agreement, cont.

Programs and services presented and available to staff include:Example: department liaison, topical information workshops (child abuse, ADD, etc.)

______________________________________________________________________________________________

______________________________________________________________________________________________

Community liaisons, programs and services will include:

______________________________________________________________________________________________

______________________________________________________________________________________________

THE SCHOOL COUNSELORS WILL BE COMPENSATED FOR EXTRA WORK HOURS(BEYOND WORK DAY) BY?nn Extra duty pay (fund____________) nn Comp time nn By principal/counselor negotiationnn Flex schedule nn Per union regulations nn No option for this

MATERIALS AND SUPPLIESWhat materials and supplies are necessary for the implementation of the school counseling program?

______________________________________________________________________________________________

______________________________________________________________________________________________

The following funding resources support the school counseling program:

______________________________________________________________________________________________

______________________________________________________________________________________________

PROFESSIONAL DEVELOPMENTThe school counseling team will participate in the following professional development:

______________________________________________________________________________________________

______________________________________________________________________________________________

PROFESSIONAL COLLABORATIONThe school counseling department will meet weekly/monthly:nn As a counseling department team nn With administrationnn With the school staff (faculty) nn With subject area departmentsnn With the advisory council

OFFICE ORGANIZATIONResponsibilities for the support services provided the counseling team will be divided among thesupport services staff :The school counseling assistant will: ___________ The registrar will: ____________________________The clerk will: ________________________________ The receptionist will: _________________________Volunteers will: ______________________________ Others will: _________________________________How will this agreement be monitored during the school year? __________________________________Counselor signature & date Principal signature & date

___________________________________________ ___________________________________________


6. Advisory Council

Attach a list of all your school counseling program advisory council members, along with their stakeholder posi-tions (i.e.are they parents, faculty, community members, etc.). Also attach the agendas and minutes from twoadvisory council meetings. Provide documentation on how feedback from the committee guides the schoolcounseling program.

Advisory Council Scoring Rubric

5An exemplaryschool counselingadvisory councilexists with represen-tative from corestakeholder groupsand clear evidenceand documentationthat the committeehelps guide theschool counselingprogram. The com-mittee is solelyfocused on theschool counselingprogram. Agendasand minutes fromtwo meetings thatreflect work relatedto the school coun-seling program mis-sion and goals areincluded.

4A strong schoolcounseling advisorycouncil exists withrepresentative fromcore stakeholdergroups and evidenceand documentationthat the committeehelps guide theschool counselingprogram. The com-mittee is solelyfocused on theschool counselingprogram. Agendasand minutes fromtwo meetings thatreflect work relatedto the school coun-seling program mis-sion and goals areincluded.

3A good schoolcounseling advisorycouncil exists withrepresentative fromcore stakeholdergroups and evidenceand documentationthat the committeehelps guide theschool counselingprogram. The com-mittee is primarilyfocused on theschool counselingprogram. Agendasand minutes fromtwo meetings thatreflect work relatedto the school coun-seling program mis-sion and goals areincluded.

2A weak schoolcounseling advisorycouncil exists withsome representativesfrom core stake-holder groups andsome evidence thatthe committee helpsguide the schoolcounseling pro-gram. Agendas andminutes from oneor two meetingsthat may reflectwork related to theschool counselingprogram missionand goals may beincluded.

1A poor schoolcounseling advisorycouncil exists withsome representativesfrom stakeholdergroups and littleevidence that thecommittee helpsguide the schoolcounseling pro-gram. Agendas andminutes from onetwo meetings maybe included.


7. Calendar

Attach a copy of your school counseling master calendar for the current academic year. The calendar shouldinclude all school counseling activities and events for the year for the entire counseling program. Also includeone detailed weekly calendar for each counselor in the school. Provide a concise but thorough explanation of theitems on the calendar.

Calendar Scoring Rubric

5Comprehensivemaster calendar andweekly calendars foreach counselor inthe school exist thatstrongly reflect pri-oritized ASCANational Standardsand delivery systempriorities as outlinedin the managementagreement andschool counselingprogram goals. Thecalendars show thedepth and breadthof the work of thecounseling depart-ment. There isstrong evidence theschool counselingstaff periodicallyreflects on the cal-endar, and there isclear evidence thatthe calendar highlycorrelates the per-centage of time allo-cated in the man-agement agreement.

4Comprehensivemaster calendar andweekly calendars foreach counselor inthe school exist thatreflect prioritizedASCA NationalStandards and deliv-ery system prioritiesas outlined in themanagement agree-ment and schoolcounseling programgoals. The calendarsshow the depth andbreadth of the workof the counselingdepartment. Thereis evidence theschool counselingstaff periodicallyreflects on the cal-endar, and there isevidence that thecalendar stronglycorrelates with thepercentage of timeallocated in themanagement agree-ment.

3Good master calen-dar and weekly cal-endars for eachcounselor in theschool exist thatreflect prioritizedASCA NationalStandards and deliv-ery system prioritiesas outlined in themanagement agree-ment and schoolcounseling programgoals. There is evi-dence the schoolcounseling staffreflects on the cal-endar, and there isevidence that thecalendar correlateswith the percentageof time allocated inthe managementagreement.

2Weak master calen-dar and weekly cal-endars for mostcounselors in theschool exist thatmay reflect priori-tized ASCANational Standardsand delivery systempriorities as outlinedin the managementagreement andschool counselingprogram goals.There is some evi-dence the schoolcounseling staffreflects on the cal-endar, and there issome evidence thatthe calendar corre-lates with the per-centage of time allo-cated in the man-agement agreement.

1Poor master calen-dar and weekly cal-endars for somecounselors in theschool exist that donot reflect priori-tized ASCANational Standardsand delivery systempriorities as outlinedin the managementagreement andschool counselingprogram goals.There is no evi-dence the schoolcounseling staffreflects on the cal-endar, and there isno evidence that thecalendar correlateswith the percentageof time allocated inthe managementagreement.


C. DELIVERY

8. Classroom Curriculum

Attach three lesson plans from each counselor in the school. Each counselor’s lesson plans should all revolvearound a single topic/unit. You may use the following template or submit your own. Provide concise but thor-ough explanations and include data and documentation as necessary.

Classroom Curriculum Scoring Rubric

5Exemplary class-room guidance unitcomposed of at leastthree lessons foreach counselor inthe school is includ-ed. The unitsdirectly link to theASCA NationalStandards and toASCA or schoolcompetencies/indi-cators and schoolcounseling programgoals. The units arecomprehensiveenough to enablestudent to masterthe appropriatestandards and com-petencies and indi-cators. Quality, clearand relevantprocess, perceptionand results data forthe lessons areincluded.

4Strong classroomguidance unit com-posed of at leastthree lessons foreach counselor inthe school is includ-ed. The unitsdirectly link to theASCA NationalStandards and toASCA or schoolcompetencies/indi-cators and schoolcounseling programgoals. The units arecomprehensiveenough to enablestudent to masterthe appropriatestandards and com-petencies and indi-cators. Clear andrelevant process,perception andresults data for thelessons are included.

3Good classroomguidance unit com-posed of three les-sons for each coun-selor in the school isincluded. The unitslink to the ASCANational Standardsand to ASCA orschool competen-cies/indicators andschool counselingprogram goals. Theunits are compre-hensive and relevantprocess, perceptionand results data forthe lessons areincluded.

2Weak classroomguidance unit com-posed of two ormore lessons formost school coun-selors in the schoolare included. Theunits may be tied tothe ASCA NationalStandards andlinked to ASCA orschool competenciesor indicators andschool counselingprogram goals.Some process, per-ception and resultsdata are included.

1Poor classroomguidance unit com-posed of two orfewer lessons forsome of the schoolcounselors in theschool are included.The units are nottied to the ASCANational Standardsnor linked to ASCAor school compe-tencies or indicatorsand school counsel-ing program goals.Process, perceptionand results data arenot included.


Template: Classroom Guidance

Counselor Name ________________________________ School _______________________________________

Title of Lesson _______________________________________________________Date ____________________

Unit _________________________________________________________________________________________

Grade Level ______________________________________ Time Required _____________________________

ASCA National Standard(s

Competency(ies) Addressed

Material/Resources

Activity

EvaluationProcess dataPerception dataResults data How was the evaluation conducted?(Attach additional documentation as needed.)


9. Small-Group Curriculum

Attach the plans for a small-group (either appraisal, advisement or responsive services) that was conducted by acounselor at your school during the designated school year. The group must have met at least four times. Youmay use the template on the next page or submit one of your own. Provide a concise but thorough explanationof why this group was created and include data and documentation as necessary.

Small-Group Curriculum Scoring Rubric

5Plans for an exem-plary small group ofat least four meet-ings are included.The group’s pur-pose is directly tiedto the ASCANational Standardsor school compe-tencies and indica-tors and schoolcounseling programgoals. The group iscomprehensive inscope and enablesstudent to masterthe appropriatestandards and com-petencies/indica-tors. Quality, clearand relevantprocess, perceptionand results data forthe lessons areincluded.

4Plans for a strongsmall group of atleast four meetingsare included. Thegroup’s purpose isdirectly tied to theASCA NationalStandards or schoolcompetencies andindicators andschool counselingprogram goals. Thegroup is compre-hensive in scope andenables student tomaster the appropri-ate standards andcompetencies/indi-cators. Clear and relevantprocess, perceptionand results data forthe lessons areincluded.

3Plans for a goodsmall group of fourmeetings are includ-ed. The group’spurpose is tied tothe ASCA NationalStandards or schoolcompetencies/indi-cators and schoolcounseling programgoals. The group iscomprehensive inscope and enablesstudent to masterthe appropriatestandards and com-petencies/indica-tors. Relevantprocess, perceptionand results data forthe lessons areincluded.

2Plans for a weaksmall group of twoor more meetingsare included. Thegroup’s purposemay be tied to theASCA NationalStandards or schoolcompetencies/indi-cators and schoolcounseling programgoals. The groupmay be comprehen-sive in scope andmay enable studentsto master the somestandards and com-petencies and indi-cators. Process, per-ception and resultsdata for the lessonsmay be included.

1Plans for a poorsmall group of oneor two meetings areincluded. Thegroup’s purpose isnot tied to theASCA NationalStandards nor theschool competen-cies/indicators andschool counselingprogram goals.Process, perceptionand results data forthe lessons are notincluded.


Template: Small-Group Guidance

Counselor Name ________________________________ School _______________________________________

Purpose of Group _____________________________________________________________________________

How/Why Was the Group Formed? ____________________________________________________________

Grade Level ______________________________________ Time Required _____________________________

ASCA National Standard(s

Competency(ies) Addressed

Material/Resources

Activity

EvaluationProcess dataPerception dataResults data How was the evaluation conducted?(Attach additional documentation as needed.)


D. ACCOUNTABILITY

10. Guidance Curriculum Results Report

Include a guidance curriculum results report for at least four different guidance curriculum activities from thecurrent or previous school year only. Provide a concise but thorough explanation of how the guidance curricu-lum activities were selected and include data and documentation as necessary. You may use the following tem-plate or your own materials.

Guidance Curriculum Results Report Scoring Rubric

5An exemplary guid-ance curriculumresults report thatincludes at least fourdifferent guidancecurriculum activitiesand that reflect theASCA NationalStandards, schoolcompetencies/ indi-cators and schoolcounseling programgoals. The reportincludes guidancelesson contents;number of lessonsdelivered and howthey were delivered;and start and enddates, as well asclear, concise andrelevant perception,process and resultsdata. Additionaldata, relevant exam-ples and documen-tation are alsoincluded.

4A strong guidancecurriculum resultsreport that includesat least four differ-ent guidance cur-riculum activitiesthat reflect theASCA NationalStandards, schoolcompetencies/ indi-cators and schoolcounseling programgoals. The reportincludes guidancelessoncontents; number oflessons deliveredand how they weredelivered; startand end dates; andclear and relevantperception, processand results data asavailable. Additionaldata, relevant exam-ples and documen-tation are alsoincluded.

3A strong guidancecurriculum resultsreport that includesfour guidance cur-riculum activitiesthat reflect theASCA NationalStandards, schoolcompetencies/indi-cators and schoolcounseling programgoals. The reportincludes guidancelessoncontents; number oflessons deliveredand how they weredelivered; startand end dates; andperception, processand results data asavailable. Additionaldata, relevant exam-ples and documen-tation are alsoincluded.

2A weak guidancecurriculum resultsreport that includesthree or four guid-ance curriculumactivities that reflectthe ASCA NationalStandards, schoolcompetencies/ indi-cators and schoolcounseling programgoals. The reportmay include guid-ance lesson con-tents; number oflessons deliveredand how they weredelivered; startand end dates; anddata as available.Additional data, rel-evant examples anddocumentation maybe included.

1A poor guidancecurriculum resultsreport that mayinclude two or threeguidance curricu-lum activities thatmay reflect theASCA NationalStandards, schoolcompetencies/ indi-cators and schoolcounseling programgoals. The reportmay include guid-ance lesson con-tents; number oflessons deliveredand how they weredelivered; start andend dates.


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11. Closing the Gap Results Report

Include results from a closing-the-gap activity. Provide a concise but thorough explanation of how this gap wasidentified, why it was important to address and include data and documentation as necessary.

Closing the Gap Results Report Scoring Rubric

5An exemplary clos-ing the gapresults reportaddressing a partic-ular need in theschool that reflectsthe school compe-tencies /indicators.The report includes:the targetgroup, the type ofservices deliveredand in what man-ner, the start andend date. Clear,concise and relevantprocess, perceptionand results data andimplications fromthe data are includ-ed. Strong supple-mental and support-ing documentationis also included thatprovides a thoroughexplanation on howthis gap was identi-fied and why it wasimportant toaddress.

4An strong closingthe gap resultsreport addressing aparticular need inthe school thatreflects the schoolcompetencies /indi-cators. The reportincludes: the targetgroup, the type ofservices deliveredand in what man-ner, the start andend date. Clear andrelevant process,perception andresults data andimplications fromthe data are includ-ed. Strong supple-mental and support-ing documentationis also included thatprovides a completeexplanation on howthis gap was identi-fied and why it wasimportant toaddress.

3A good closing thegap results reportaddressing a partic-ular need in theschool that reflectsthe school compe-tencies /indicators.The report includes:the target group,the type of servicesdelivered and inwhat manner, thestart and end date.Relevant process,perception andresults data andimplications fromthe data are includ-ed. Supplementaland supporting doc-umentation is alsoincluded that pro-vides an explanationon how this gap wasidentified and whyit was important toaddress.

2A weak closing thegap results reportthat may address aparticular need inthe school andreflect the schoolcompetencies /indi-cators. The reportmay include: thetarget group, thetype of servicesdelivered and inwhat manner, thestart and end date.Process, perceptionand results data maybe included.Supplemental andsupporting docu-mentation may beincluded.

1A poor closing thegap results reportthat does not appearto address a need inthe school andreflect the schoolcompetencies /indi-cators. The reportmay include: thetarget group, thetype of servicesdelivered and inwhat manner, thestart and end date.Process, perceptionand results data maybe included.Supplemental andsupporting is notincluded.


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12. Program Evaluation Reflection

What have you done to maintain and improve upon the quality of your school’s counseling program and yourimplementation of the ASCA National Model?

(Responses should be at least 500 words and no more than 1,500.)

Program Evaluation Reflection Scoring Rubric

5An exemplary well-articulated andclearly organizedresponse. Showsthrough the use ofspecific details andexamples how theschool counselingprogram has main-tained its level ofexcellence and con-tinued to improveupon the quality ofservices providedthrough the imple-mentation of theASCA NationalModel to benefit allstudents.

4A strong, articulateand clearly organ-ized response.Shows through theuse of specificdetails and exampleshow the schoolcounseling programhas maintained itslevel of excellenceand continued toimprove upon thequality of servicesprovided throughthe implementationof the ASCANational Model tobenefit all students.

3A good organizedresponse. Showsthrough the use ofdetails and exampleshow the schoolcounseling programhas maintained andimproved upon thequality to benefitstudents.

2A weak response.Provides somedetails to show thecurrent status of theschool’s counselingprogram.

1A poor response.Provides few detailsto show the currentstatus of theschool’s counselingprogram.


13. Impact Over Time*

What impact has a high-quality comprehensive school counseling program had on your school and students?

Select one area for which you have collected data for the school years 2004-2005, 2005-2006 and 2006-2007and attach a results report that shows the impact over the three years. Must include relevant information anddocumentation.

What impact has focus on this one area had on your school and students?

* This component will not factor into the final score.

recognized asca model program application – re-ramp c · recognized asca model program...

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