K-12 Developmental School Counseling Program: The ASCA National Model Amanda Wilson Salem College EDUC 649 April 28, 2012

“The school counselor must be able to articulate how her or his program is contributing to student success. This requires the need to rethink and redesign a 'program' to document practice, use data to inform and design individual-student, school-based, and systemic services, and accept the mind-set that maintaining the status quo is no longer an option” (Dahir & Stone, 2012, p. 179). I. Redesign program A. Document B. Gather data C. Design services 1. Individual-student 2. School-based 3. Systemic services II. Achieve program change by aligning with the ASCA National Model III. Through alignment school can become RAMP certified Reference Dahir, C. & Stone, C. (2012). The Transformed School Counselor. Belmont, CA: Brooks/Cole.

Goal #1: Creating a comprehensive school counseling program aligning with the ASCA National Model Goal #2: Becoming a RAMP certified school based on the alignment with the ASCA National Model I. Goal #1 A. Creating counseling program 1. Comprehensive 2. Preventive 3. Developmental B. Aligning program with the ASCA National Model 1. What is ASCA National Model? 2. What will program entail? II. Goal #2 A. RAMP certified school 1. Aligning comprehensive counseling program with the ASCA National Model

Why create a comprehensive school counseling program? I. Why create program A. Proactive approach towards meeting No Child Left Behind and program goals B. School counselors better define their roles C. Recognize school counselors as integral part of education system Sabens, F. & Zyromski, B. (2009 ). Aligning school counselors, comprehensive school counseling programs, and the no child left behind act of 2001. Journal of School Counseling, 7(31). Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L13_Aligning_School_Counselors_Comprehensive_School_Counseling_Programs_and_the_No_Child_Left_Behind_Act_of_2001.pdf

What does a comprehensive K-12 School Counseling program look like? Preventive Developmental I. Comprehensive A. Includes all students, pre-K – 12 B. Focuses on what students should know, understand and be able to do in: 1. Academic 2. Career 3. Personal/social C. Emphasizes academic success for every student not just those ready and willing to learn II. Preventive A. Imparts specific skills and learning opportunities proactively and in preventive manner ensuring success through experiences in: 1. Academic 2. Career 3. Personal/social development B. Narrows school counselor duties to program delivery and direct counseling services C. Prevention education is accomplished by: 1. Classroom guidance curriculum implementation 2. Coordination of prevention education programs. III. Developmental A. Designs programs and services to meet students needs at various growth and developmental stages 1. Establishes goals, expectations, support systems, experiences 2. Publicly states student content standards a. What students should know and be able to do as a result of participation in school counseling program. counseling program Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Who benefits from a comprehensive K-12 School Counseling program? Students Parents/Guardians Teachers Administrators Board of Education Student Services personnel Community I. Students A. Content curriculum designed to meet needs of every student B. Facilitates student improvement by monitoring data C. Provides strategies to close the achievement gap D. promotes rigorous academic curriculum E. Ensures equitable access to educational opportunities F. Fosters advocacy G. Teaches skills for lifetime learning, career self-management and social interaction II Parents/Guardians A. Provides support in advocating for child’s needs B. Ensures academic planning and access to school and community resources C. provides data on student improvement III. Teachers A. Promotes interdisciplinary team approach to address students needs and educational goals. B. Increases collaboration C. Supports development of classroom management skils D. Supports learning environment E. Analyzes data to improve school climate and student achievement IV. Board of Education A. Provides rationale based on data for implementation of school counseling program. B. Ensures equity and access to program for every student C. Demonstrates the need for appropriate levels of funding. D. Supports standards-based programs E.. Provides data on student achievement improvements V. Student Services Personnel A. Maximizes collaborative teaming B. Increases collaboration for utilizing school and community resources C. Uses data to maximize benefit to individual student growth VI. Community A. Increases opportunities for active participation in school counseling program B. Builds collaboration to enhance student's post-secondary success C. Supports academic preparation necessary for students success in workforce D. Connects business, industry and labor to students and families Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA. Oregon Department of Education. (2008). Benefits of comprehensive guidance and counseling for stakeholders. Retrieved from: http://ode.state.or.us/search/results/?id=132

THE ASCA NATIONAL MODEL “The ASCA National Model suggests that school counselor commitment to school improvement, a willingness to use data to address equity, and a social justice approach are essential mindsets to succeed with 21st century students” (Dahir & Stone, 2012, p. 179) I. What is the ASCA? A. American School Counselors Association II. What is the ASCA Nation Model? A. A framework for developing comprehensive school counseling programs B. Structured and out-come based program 1. Document practice 2. Use data to inform/design individual- student, school-based and systemic services. (Dahir & Stone, 2012) III. How was the ASCA National Model created? A. Researched History B. Collected and analyzed state documents C. Conducted conversations D. Synthesized material III. Why was the ASCA National Model created? A. Intended to guide state, districts, and school through the process of designing, implementing and evaluating a comprehensive school counseling program B. Committed to increasing and enhancing achievement of every student. Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA. Dahir, C. & Stone, C. (2012). The Transformed School Counselor (2nd ed.) Belmont, CA: Brooks/Cole.

Themes of the ASCA National Model Leadership Advocacy Collaboration and Teaming Systemic Change I. Themes of the ASCA National Model A. Leadership 1. School counselors serve as leaders involved in system-wide change to ensure the success of their students B. Advocacy 1. School counselors advocate for educational needs of students and work to ensure these needs are met C. Collaboration and teaming 1. School counselors work with all stakeholders to create and implement a responsive education program that supports the academic goals of each student D. Systemic change 1. School counselor assess the school for systemic barriers to academic success Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Leadership Help every student Promote student success Collaborate with other professionals I. Help get every student access to rigorous academic preparation A. Greater opportunity for students B. Increased academic achievement for students II. Promote student success by working with other leaders, advocates and collaborators A. Close the existing achievement gap when found III. Collaborate with other professionals A. Influence system-wide changes and implement school reforms B. Impacts students, school, district and state Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Advocacy Ensure students needs are met Work proactively with students Advocate removal of systemic barriers I. Advocate for education needs of students and work to ensure needs are addressed at every level II. Work proactively with students to remove learning barriers III. Advocates to remove systemic barriers that impede academic success A. Minimize barriers to increase opportunities to achieve success B. Promotes equal access to quality curriculum IV. Measurable success measured by number of students completing school academically prepared Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Collaboration and Teaming Develop and implement responsive education programs Build effective teams by encouraging collaboration Create effective working relationships Serve as resource to parents I. Work with stakeholders to develop and implement responsive education programs A. Support achievement of identified goals for every student II. Build effective teams A. Encourage collaboration among all school staff to work towards common goals 1. Equity 2. Access 3. Academic success B. Collecting and analyzing data to identify needed changes in education program III. Create effective working relationships A. Understand/appreciate contributions made by others IV. Serve as vital resource to enhance education opportunities of students and families A. Parent/guardian education B. Information and training in community Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Systemic Change Assess school system for systemic barriers to academic success Collaborate as a leader in the school Advocate for students using data I. Assess school for systemic barriers impeding student success A. Access to critical data 1. Student placement 2. Student's academic success/failure 3. Student course-taking patterns II. Collaborating as leader in school A. Access to qualitative and qualitative data from school and community sources III. Advocate for every student using data A. Ensure equity and access to rigorous curriculum B. Maximize post-secondary options Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Elements of ASCA National Model Foundation What? Delivery System How? Management System When/Why? Accountability Results? I. Operational structures of the ASCA National Model A. Foundation 1. What every student will be able to do B. Delivery system 1. How the program will be implemented C. Management system 1. When the program will be implemented 2. Why the program is implemented 3. On what authority will the program be implemented D. Accountability 1. How are students different as a result of the program Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Foundation Beliefs and philosophy Mission Domains ASCA National Standards and competencies I. What every student will know and be able to do II. Beliefs and philosophy A. Set of principles that guide program development, implementation and evaluation B. All personnel involved must achieve consensus on each belief or guiding principle contained in philosophy III. Mission A. Describes program purpose B. Provides vision of desires for every student C. Aligns with of school and district missions IV. Domains A. Facilitates student development in 3 areas to promote and enhance learning process 1. Academic 2. Career 3. Personal/Social V. ASCA National Standards and competencies A. Student competencies as result of program 1. Knowledge 2. Attitudes 3. Skills Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Delivery System Guidance curriculum Individual student planning Responsive services Systems support I. Addresses how the program will be implemented II. Guidance curriculum A. Consists of structured developmental lessons designed to help the students achieve the competency B. Presented systematically 1. Classroom activities 2. Group activities C. Provides all students with the knowledge and skills appropriate for their developmental level III. Individual student planning A. Consists of school counselors coordinating ongoing systemic activities to help students establish personal goals and future plans IV. Responsive services A. Consists of activities to meet immediate needs of student 1. Counseling 2. Consultation 3. Referral 4. Peer mediation 5. Information V. Systems support A. Consists of professional development, program management and operation activities 1. Consultation 2. Collaboration 3. Teaming B. Establish, maintain and enhance total school counseling experience Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Management System Management agreements Advisory council Use of data Action plans Use of time Calendars I. Addresses the when, why and on what authority the program will be implemented II. Management agreements A. Statements of responsibilities of each school counselor 1. Specifies program results counselor is responsible for 2. How counselors divide program responsibilities 3. Negotiated with and approved by administrators at beginning of the year III. Advisory council A. Group of people appointed to review results of guidance program and make recommendations 1. Students 2. Parents/guardians 3. Teachers 4. Counselors 5. Administrators 6. Community members IV. Use of data A. Shows that each activity implemented as part of counseling program was developed from analysis of student's needs, achievement and related data. 1. Monitoring students progress a. Achievement related data b. Standards and competency related data c. Collection, analysis and interpretation of data may be systemic or specific 2. Closing the gap a. Needs surface when individual student data is evaluated (1) Discrepancies between desired result and current achieved results (the gap) b. Data determined where the school counseling program is now, where it should be ans where it will go V. Action plans A. Ensure a plan is in place for how the program intends to reach every student 1. Guidance curriculum action plans a. Domain b. Standard/competency addressed c. Description of lesson activity d. Curriculum or materials t be used e. Time activity is to be completed f. Person responsible for activity g. Means of evaluating success 2. Closing the gap action plans a. Describe the data driving the decision to address certain competencies VI. Use of time A. Guide for school counselors to determine amount of time program needs to spend on the four components of the delivery system 1. Majority of time spend on direct service (contact) with students 2. Non-school counseling program tasks are eliminated or reassigned 3. School counselors focus is on prevention and intervention needs of students VII. Calendars A. Develop and publish master and weekly calendar 1. Ensures that students, parents/guardians, teachers and administrators know what is scheduled 2. Assists in planning 3. Ensures active participation in program 4. Ensures planned activities are accomplished Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

Accountability Results reports School counselor performance standards Program audit I. How are students different as a result of the comprehensive counseling program II. Results reports A. Includes: 1. Process 2. Perception 3. Results data B. Ensures programs are carried out, analyzed for effectiveness, changes and improved as needed C. Sharing reports with stakeholders serves as advocacy for students and program III. School counselor performance standards A. Evaluating basic standards of practice expected of school counselors in implementing school counseling program B. Serves as self-evaluation and counselor evaluation IV. Program audit A. Collecting information to guide future action within program and improve future results for students B. Provides evidence of programs alignment with ASCA National Model (2005) Reference ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA.

The ASCA School Counselor Competencies Continues the effort of the ASCA National Model to ensure future school counselor workforce will continue to make a positive difference in the lives of the students Knowledge Attitudes Skills I. Competencies are applicable across continuum of areas II. Organized around and consistent with the ASCA National Model. III. Competencies are comprehensive in nature A. Include skills, knowledge, and attitudes identified as necessary to perform the responsibilities of school counselors in the four elements of comprehensive counseling program 1. Foundation 2. Management 3. Delivery 4. Accountability Reference ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCompetencies-ASCA.pdf

Foundation “School counselors should possess the knowledge, abilities, skills and attitudes necessary to establish the foundations of a school program aligning with the ASCA National Model” (ASCA, 2008, p. 2) I. Knowledge A. Articulate and demonstrate knowledge in: 1. Beliefs and philosophies of school counseling program 2. Educational systems, philosophies, theories and current trends 3. Learning & Human Development theories 4. History and purpose of school counseling 5. District, state and national student standards 6. Legal & ethical standards II. Abilities & Skills A. Accomplish measurable objectives 1. Develops philosophy of beliefs that aligns with school, district and state initiatives 2. Develops mission statement aligning beliefs 3. Crosswalk ASCA Student Competencies with other standards 4. Applies and practices ethical standards and principles III. Attitudes A. Belief that school counseling is for everyone 1. Integral component to student success 2. Integral component to mission of school & district Reference ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCompetencies-ASCA.pdf

Delivery “School counselors should possess the knowledge, abilities, skills and attitudes necessary to deliver a school counseling program aligning with the ASCA National Model” (ASCA, 2008, p. 3) I. Knowledge A. Articulate and demonstrate an understanding of: 1. Counseling theories and techniques 2. Classroom management 3. Principles of career planning and working with various populations 4. Responsive services 5. Crisis counseling II. Abilities and skills A. Accomplish measurable objectives demonstrating skills and abilities in: 1. Implementing a school guidance curriculum that crosswalks with the ASCA Student Competencies 2. Develops materials and instructional strategies using a variety of technology 3. Encourages staff involvements 4. Understands multicultural and pluralistic trends 5. Facilitates, understands and develops strategies for individual student counseling 6. Creates and implements system support III. Attitudes A. Believe: 1. School counseling is one component in continuum of care 2. Coordinate, facilitate counseling and services to ensure students get care they need 3. Engage in short-term responsive and developmental counseling Reference ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCompetencies-ASCA.pdf

Management “School counselors should possess the knowledge, abilities, skills and attitudes necessary to manage a school counseling program aligning with the ASCA National Model” (ASCA, 2008, p. 4) I. Knowledge A. Articulate and demonstrate an understanding of: 1. Leadership prinicples 2. Organization theory 3. Presentation skills 4. Time management 5. Data driven decision making 6. Technology II. Abilities and skills A. Accomplish measurable objectives demonstrating abilities and skills in: 1. Discusses, develops, negotiates the school counselor management program 2. Anticipates results 3. Participates in professional organizations 4. Develops yearly plan and communicates goals 5. Establish and convene advisory council 6. Collects, analyzes synthesizes data to identify needs for systemic change and evaluate school counseling program III. Attitudes A. Believe: 1. Program must be managed like other departments of school in collaboration with administration 2. Critical responsibility is to plan organize, implement and evaluate school counseling program Reference ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCompetencies-ASCA.pdf

Accountability “ School counselors should possess the knowledge, abilities, skills and attitudes necessary to monitor and evaluate the process and results of a school counseling program aligning with the ASCA National Model” (ASCA, 2008, p. 5). I. Knowledge A. Articulate and demonstrate an understanding of: 1. Results-based counseling and accountability 2. Research and statistical concepts a. Conduct program audits b. Evaluate program effectiveness c. determine program needs II. Abilities and skills A. Accomplish measurable objectives demonstrating skills and abilities in: 1. Formal and informal program evaluation a. Using data b. Using technology 2. Appraisals related to school counseling performance 3. Program audits a. Compare with the ACA National Model b. Identifies areas for improvement III. Attitudes A. Believe: 1. Achieve demonstrable results 2. Accountable for results 3. Analyze and present school counseling program in context of overall school performance and district performance Reference ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCompetencies-ASCA.pdf

Benefits of becoming a RAMP school Process for application What is RAMP? Benefits of becoming a RAMP school Process for application Components of application I. What is RAMP? A. Recognized ASCA Model Program school 1. Promotes exemplary school counseling programs on individual school basis 2. Part of ongoing evolution of comprehensive school counseling B. Based on ASCA National Model C. Helps evaluate program and areas of improvement D. Enhances programs efforts for student success II. Benefits of RAMP A. Engraved plaque to display B. Press release to send to local press C. Use of logo D. Recognition at ASCA Annual Conference,ASCA School Counselor magazine, and on ASCA National Model website III. Application process A. Deadline October 15, 2012 B. $200 fee for schools with at least one counselor who is member of ASCA C. Application reviewed by RAMP Review Committee D. Ramp designation valid for 3 years 1. At end of 3 years schools may reapply E. Must score 54 out of 60 IV. Components of application A. Statement of philosophy B. Mission statement C. School counseling program goals D. Competencies and indicators E. management agreement F. Advisory council G. Calendar H. Classroom guidance curriculum 1. Action plans and lessons 2. Results report I. Small group responsive services J. Closing-the-gap results report K. Program evaluation reflection Reference ASCA. (2008). Application guidelines. Retrieved from http://ascamodel.timberlakepublishing.com/content.asp?admin=Y&contentid=38

Comprehensive Counseling Program ↓ ASCA National Model Ramp Certified School I. Conclusion A. Steps that build upon each other 1. Willingness to create comprehensive counseling program 2.. ASCA National model guides comprehensive counseling program development 3. Once program implemented and effective, RAMP application will be completed and submitted. B. End result is student success

References ASCA. (2005). The ASCA National Model (2nd ed). Alexandria, VA: ASCA. ASCA. (2008). Application guidelines. Retrieved from http://ascamodel.timberlakepublishing.com/content.asp?admin=Y&contentid=38 ASCA. (2008). School counselor competencies. Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L6_SchoolCcounselorCom petencies-ASCA.pdf Dahir, C. & Stone, C. (2012). The Transformed School Counselor (2nd ed.) Belmont, CA: Brooks/Cole. Sabens, F. & Zyromski, B. (2009 ). Aligning school counselors, comprehensive school counseling programs, and the no child left behind act of 2001. Journal of School Counseling, 7(31). Retrieved from http://salem.learninghouse.com/file.php/17/Supplemental_Readings/AYR/L13_Aligning_School_Cou nselors_Comprehensive_School_Counseling_Programs_and_the_No_Child_Left_Behind_Act_of_20 01.pdf