The ASCA National Model

Transcription

1 The ASCA National Model Leveraging Partnerships with School Counselors and Counseling Associations Mark Kuranz, ASCA Director of Professional Development Adjunct Professor, Marquette University ASCA Past President December 10, 2015

2 Making DATA Work, 3 rd ed.

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4 Goals for the Today Understand General concepts of the ASCA National Model Review the four components of the ASCA National Model

5 Some of the Researchers Carey, Harrington, Martin, & Hoffman, 2012 Dimmitt & Wilkerson, 2012 Ward, 2009 Lapan, Gysbers, Sun, 1997 Lapan, Gysbers,Petros, 2001 Sink, Stroh, 2003 CSCORE Carey & Harrington, UMASS

6 Research on Schools with Comprehensive Counseling Program Increased Graduation Rates Math and reading 3rd grade reading proficiency Scores on state tests ACT scores Students taking ACT Perkins Program completion Attendance

7 Research on Schools with Comprehensive Counseling Program Decreased Suspension rates Discipline referrals Student reports bullied/teased

8 Students Report Higher grades School prepares them well for their future A positive school climate Better relationships with their teachers More satisfied with their education Feeling safer Career and college information readily available Greater awareness of relevance/importance of education for their future

9 School Counselors in Changing Times Lack of legitimization Lack of consistent identity Variation in roles from state to state and site to site Non-school counselor responsibilities Educator vs. Mental Health counselors Radom Acts of Guidance vs. Comprehensive program Pre-service training varies as do administrative expectations Lack of counselor accountability

10 Factors driving change: Performance, not entitlement Changing demographics Federal and state legislation Accountability movement American School Counselor Association

11 We Exist To Effect Change In Students: Acquire Knowledge Improve Attendance Social Skills Positive Attitude/Skill Behavior Academic Achievement

12 Why National Model? More time with students More time spent on counseling More school counseling programs Better results for all students More engaged stakeholders More accountability

13 Challenges Time how to prioritize Timing when to start Buy-in from stakeholders ASCA school counselor role vs. reality Aligning with district drivers Data implications Frustrations of so much to do

14 The old question was What do counselors do? The new question is How are students different because of the school counseling program?

15 Themes

16 What do these terms mean? Advocacy Leadership Collaboration Systemic Change How are they integrated with the District Goals? How are they aligned with the goals college and career readiness, student achievement,relevance, relationships and leadership?

17 Leadership p. 1

18 Advocacy p. 4

19 Collaboration p. 6

20 Responding with a Systemic Focus p. 8 School counselors: Use data to support leadership, advocacy and collaboration designed to create systemic change. Work proactively to remove systemic barriers to learning Promote systemic change that will create a learning environment where all students succeed.

21 Traditional Counseling Responses 45% of students in the school have a D or F. Small Group Phone Contact Mentors 504 s Tutoring Classroom Lesson After school Program Individual Counseling Student Focused Behavior Management

22 Data Driven Counseling Programs 45% of students in the school have a D or F. School wide Advisory Program Implement school Wide Closing the Gap Plans Disaggregate Data by Teacher PBIS System Focused Conduct a Student Survey Change Policies Advocate for Task Force Analyze master schedule Team with Parents & Community

23 FOUNDATION Program Focus Student Competencies Professional Competencies

24 1. Program Focus Foundation p Student Competencies 3. Professional Competencies

25 Program Focus Foundation Beliefs Vision Mission Program Goals

26 Vision p. 23

27 Effective school counseling belief statements p Indicate agreed-upon beliefs about the ability of all students to achieve Address how the school counseling program meets student developmental needs Address the school counselor s role as an advocate for every student Identify persons to be involved in the planning, managing, delivery and evaluation of school counseling program activities Include how data inform program decisions Include how ethical standards guide the work of school counselors

28 Beliefs The district's program of school counseling shall: Involve staff members at every appropriate level. Honor the individuality of each student. Be integrated with the total educational program. Be coordinated with available resources of the community. Cooperate with parents and share their concern for the development of the student. Provide means for sharing information among appropriate staff members in the best interests of the student. Be available to address student concerns as needed. Establish a referral system that utilizes resources offered by the school and community, guards the privacy of the student, and monitors the effectiveness of such referrals. We believe: (example) All students have dignity and worth All students have the right to participate in the school counseling program All students ethnic, cultural, racial, sexual differences and special needs are considered in planning and implementing the school counseling program All students shall have access to a state-certified professional school counselor to deliver the counseling program

29 An effective vision statement p Describes a future world where the school counseling goals and strategies are being successfully achieved. Outlines a rich and textual picture of what success looks like and feels like Is bold and inspiring States the best possible student outcomes that are five to 15 years away Is believable and achievable (Kose, 2011; Levin, 2000)

30 Vision Statement p. 24 The Smith High School comprehensive school counseling program supports students in their pursuit of career readiness, academic excellence, and personal growth. All students who graduate from Smith High School will have an intentional post-secondary plan that meets the needs of a 21st century learner. See other examples on the ASCA web site: <

31 An effective mission statement p. 24 Aligns with the school s mission statement and may show linkages to district and state department of education mission statements Is written with students as the primary focus Advocates for equity, access and success of every student Indicates the long-range results desired for all students

32 Mission Statement p The mission of the school counseling program at Hope Elementary School is to provide a comprehensive, developmental school counseling program addressing the academic, career and personal/social development of all students. In alignment with the missions of Hope Elementary School, the County School District, and the State Department of Education, we design and implement a program designed to vigorously promote student achievement, success, and ethical behavior. In collaboration with other educators, parents or guardians, and the community, school counselors support the learning environment and nurture student growth. We are committed to preparing students to meet the challenges of their global generation.

33 Program Goals Define how the VISION and MISSION will be accomplished.

34 Program Goals Development P Guide the development of action plans. Statements about a desirable outcome Aligned with the school counseling vision and mission

35 Effective program goals Promote achievement, attendance, behavior and/or school safety Are based on school data Address school wide data, policies and practices to address closing-the-gap issues Address academic, career and/or personal/social development Are SMART: Specific, Measurable, Attainable, Results-Oriented, Time-bound

36 SMART Goals p. 28

37 Goal Examples Students who were suspended out of school 3 or more days in the school year will increase their instructional time by 10% in the school year. By the end of year two, the achievement gap in mathematics for African-American students will decrease by 50 percent. To reduce the number of aggressive or disruptive behaviors of identified 5 th grade students by 30% By the end of the school year, 9th grade students who participate in the STARS program will improve their academic grades by 10%, as evidenced by report card grades, and will pass the 6th grade SOL tests. By the end of the school year, the number of students who can identify at least two of the legal consequences associated with the misuse of technology will increase by 10%, as evidenced by posttest data collected from classroom guidance lessons.

38 Student Competencies Foundation p. 29 ASCA Student Standards Other Student Standards

39 The ASCA Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student Describe the knowledge, skills and attitudes that students need to achieve academic success, college and career readiness and social/emotional development. haviors.pdf

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41 Professional Competencies Foundation p ASCA SC Competencies ASCA Ethical Standards

42 ASCA School Counselor Competencies p The ASCA School Counselor Competencies outline the knowledge, skills and attitudes that ensure school counselors are equipped to meet the rigorous demands of the professional the needs of our prek-12 students. The Competencies can be used by: School counselors for self-assessment and professional development planning Counselor education programs for training Supervisors and administrators for supervision

43 ASCA Ethical Standards Ethics are the customs, norms, standards and accepted practice of the school counseling profession (Corey, Corey, & Callanan, 2010). The ASCA Ethical Standards for School (2010) specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. They guide school counselors decision-making and help standardize professional practice to protect both students and counselors.

44 MANAGEMENT Assessments Tools

45 Management p. 41 Assessments Tools

46 Assessments Management School Counselor Assessment School Counselor Program Assessment Use of Time Assessment

47 Assessments Management p

48 Assessments p

49 Assessments p. 43, 63

50 Use of Time Comparison p

51 Tools Management Annual Agreement p.46 Advisory Council p.47 Calendars p. 56 Action Plansp.53 Curriculum- p. 69 Small group- p. 70 Closing- the- gap- p. 71 Lesson Plans p.55

52 p. 46, 64-65

53 Advisory Council p List of members & positions Two advisory council meetings Agendas Minutes

54 Calendars p Annual Weekly (Fall & Spring)

55 SC Core Curriculum Action Plan p , Why Who What When Expected Results

56 Closing-the-Gap p. 71

57 p , 72

58 Data Tools Management Use of Data p. 48 Program Results Data p. 51 School Data Profile p. 50

59 Use Data To Monitor student progress Identify students who are having difficulties or behavior problems Identify barriers to learning Understand factors affecting student behavior Identify access and equity issues Close the achievement, opportunity and attainment gaps Assess and evaluate the effectiveness of activities within the school counseling program Improve, modify or change services provided to students Educate stakeholders about the power of comprehensive school counseling programs Advocate for additional resources to increase program effectiveness

60 Data Sources District Reports School Data Report Card State Assessments Improvement Plans State Data Current Services Grades Attendance Behavior Graduation Rates School Climate Surveys ACT and SAT Scores AP and IB Scores

61 Program Results Data p. 51 Process Numbers impacted Perception Pre/Post and Surveys Outcomes Achievement, Attendance and/or Behavior

62 Process Data What you did for whom? p. 51 How many and how often Evidence that event occurred How activity was conducted Did the program follow the prescribed practice?

63 Process Data What you did for whom? p Eight fourth-grade students participated in a study skills Group that met six times for 45 minutes 450 ninth-graders completed an individual learning plan 38 parents attended the middle school orientation meeting

64 Perception Data What do people think they know, believe or can do? p Attainment of competencies Changes in attitudes and beliefs Skill development Perceived gains in knowledge

65 Perception Data What do people think they know, believe or can do? 100 percent of sixth-graders can identify three career interests 89% of students demonstrate knowledge of promotion/ retention criteria 92% can identify early warning signs of violence 93 % of fourth-graders believe fighting is not an appropriate method of solving problems 69 % of all students report feeling safe at school 90 % of the parents report benefiting from a presentation on college entrance requirements

66 Outcome Data - ULTIMATE GOAL So what? p.52 Hard data Application data Impacted on students ability to utilize the knowledge, attitudes and skills Attendance School Safety (Behavior) Academic achievement

67 Outcome Data - ULTIMATE GOAL So what? Achievement Attendance School Safety (Behavioral) Promotion rate increased from 88 to 94% Attendance increased from 91 to 95% Discipline referrals decreased by 30%

68 School Data Profile Template p , 66

69 DELIVERY Direct Services Indirect Services

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71 Delivery Direct Student Services In-person interactions with students Indirect Student Services Interactions with others

72 Direct and Indirect Student Services p. 84

73 Direct Student Services Delivery - p. 84 SC Core Curriculum Individual Student Planning Responsive Services

74 Delivery System SC Core Curriculum Structured lessons delivered to all students Related to standards and competencies Integrated with academic curriculum Individual Planning With Students Designed to assist students in establishing personal goals Designed to assist students in developing future plans Responsive Services Designed to meet students immediate needs Individual, group, and crisis counseling Consultation, referral, mediation, information

75 SC Core Curriculum Action Plan p , Why Who What When Expected Results

76 Indirect Student Services Delivery - p. 87 Referrals Consultation Collaboration

77 ACCOUNTABILITY Data Tracking Program Results Evaluation and Improvement

78 Accountability 1. Data Analysis 2. Program Results 3. Evaluation & Improvement

79 Data Analysis Accountability - p. 100 School Data Profile Analysis Use of Time Analysis

80 Program Results Data p. 51 Process Numbers impacted Perception Pre/Post and Surveys Outcomes Achievement, Attendance and/or Behavior

81 Program Results Accountability p Curriculum Results Report Analysis Small Group Results Report Analysis Closing the Gap Results Report Analysis

82 Small Group Results Report School Name Group Name: Goal: Target Group: Data to Identify Students: Name & Focus Who & Number Year: School Counselor(s) ASCA Domain, Standard and Student Competency Who Outline of Group Sessions to be Delivered Resources Needed # of Times (4-10) Process Data (Number of students affected) Perception Data (Data from surveys used) Outcome Data (Achievement, attendance and/or behavior data collected) Data Story Implications

83 Closing-the-Gap Results Report p. 116 Tied to Goals How identified Activities (small group & ) Implications Curriculum Materials

84 3. Evaluation & Improvement Accountability p SC Competencies Assessment Program Assessment Analysis SC Performance Appraisal Template

85 Assessments Management p. 105

86 Assessments p. 59,

87 p , 112

88 Thank You