Comprehensive Developmental Guidance and the ASCA National Model Western Massachusetts Counseling Association October 24, 2003 John Carey Center for School Counseling Outcome Research, UMASS, Amherst

We need to be the change we want to see happen. We are the leaders we have been waiting for. -Gandhi

Three Phases of Massachusetts School Counseling Models ASCA National Model Comprehensive Developmental Guidance Student Services

Student Services Model ► Career Placement and Humanistic Theory, Remedial, Problem Orientation ► School Counseling provides services to those in the most need ► School Counseling operates from Needs Assessment ► School Counselors use one-on-one counseling ► Counselors are accountable for case loads and student contacts.

Comprehensive Developmental Guidance Model ► Career Development and Human Development Theory, Preventative/Developmental Orientation ► School Counseling programs ensure that all students receive services ► School Counseling Programs Operate from a Local Curriculum with Academic, Career, and Personal/Social Domains. ► School Counselors use Individual Planning, Responsive Services, Guidance Curriculum and System Support. ► School Counselors are accountable for time spent on different activities.

ASCA National Model ► Human Development Theory and Standards- Based Education ► School Counseling programs ensure that all students achieve academically ► School Counseling Programs Operate from a Curriculum with Academic, Career, and Personal/Social Domains that is based on ASCA National Standards and connected to State Frameworks. ► School Counselors use Individual Planning, Responsive Services, Guidance Curriculum and System Support ► School Counselors are accountable for measurable changes in academic achievement and school-related behavior.

Comprehensive Developmental Guidance Norm Gysbers ► Developed in 1970s, adopted by 35+ states ► Guidance as a core educational program not a set of ancillary support services ► Guidance works to promote development and to prevent problems ► Guidance works from a formal curriculum that specifies student learning outcomes ► Guidance is organized to serve all students well

Comprehensive Developmental Guidance Curriculum ► Student competencies grouped by domain (Academic, Career, Personal/Social) ► Student competencies specified by grade level, K-12 ► Used to coordinate guidance activities, K- 12 ► Used to coordinate guidance activities with academic curricula and classroom instruction

Comprehensive Developmental Components ► Curriculum delivery  Guidance lessons  Coordination with academic instruction ► Individual/Family planning  Appraisal  Advising and placement ► Responsive services  Crisis counseling  Referral and follow-up ► System support  Duties to be assigned

School Counselor Time Allocation K-6 Elementary Middle School High School Curriculum Delivery 35-45%25-35%15-25% Individual/ Family Planning 15-10%15-25%25-35% Responsive Services 30-40%30-40%25-35% System Support 10-15%10-15%15-20%

System Support Gradually Increases As Counselors Are Assigned New Tasks ► Lunch room duty ► Proctoring study halls ► 504s ► MCAS administration ► Counselors attend all IEP meetings ► Student Discipline

Comprehensive Developmental Guidance Management ► Model is adopted by district ► Yearly contracting with principals ► Counselors accountable for time spent on different components ► Counselors accountable for number of students served

Comprehensive Developmental Guidance Research Support ► Borders, L.D., and Drury, S.M. (1992). “Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners,” Journal of Counseling and Development, 70, ► Lapan, R.T., Gysbers, N.C. and Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of High School students: A statewide evaluation study. Journal of Counseling and Development, 75, ► Lapan,R.T., Gysbers,N.C., and Petroski, G.F. (2001) “Helping Seventh Graders Be Safe and Successful: A Statewide Study of the Impact of Comprehensive Guidance and Counseling Programs,” Journal of Counseling and Development, 79, ► Sink, C.A and Stroh, H.R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6,

ASCA Model School Counseling Program (2002) “ ASCA has developed a National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize academic achievement.”

“ By aligning the School Counseling Program with district and school mission, reform initiatives and school improvement plans, professional school counselors are leaders and partners in systemic change to ensure equity and access to quality education and to promote career and personal/social development for all students.”

ASCA Model School Counseling Program (2002) The model aligns the counseling program with the school’s academic mission. School Counselors: Are Leaders in Systemic Change Ensure Equity and Access Promote Academic, Career and Personal/Social Development for ALL Students

Current Trends in Education ► Standards-based education reform (clear standards, rigorous curriculum, supports, accountability). ► Focus on the power of schools (Edmunds not Coleman). ► Focus on the achievement gap (systemic not traditional mental health model). ► Data driven decision-making and accountability. ► Site based management. ► NCLB (No Adult Left Standing)

Historical Problems in School Counseling Programs (ASCA 2002) ► Lack of legitimization. ► Lack of consistent identity. ► Variation in role from state to state and district to district. ► Lack of a basic philosophy and model for practice. ► Increased use of outsourcing for traditional counseling functions. ► No concrete outcomes or bottom line. ► Too many add-on responsibilities. ► Limited connection to Educational Reform.

Needed School Counseling Changes (ASCA 2002) From Counselors who: To Counselors who: ► Focus on good intentions. ► Talk about how hard they work. ► Generally feel little need to change their behavior or approach. ► Use intuition to design programs and interventions. ► Focus on accomplishments ► Talk about effectiveness. ► Know that their future rests on continuous improvement. ► Use data to design and evaluate programs and interventions.

Needed School Counseling Changes (ASCA 2002) From a Program that: To a Program that: ► Is student-centered and serves some students well. ► Focuses on activities. ► Measures activities. ► Attends to the process of doing work. ► Works to support and maintain the existing system. ► Is program-centered and serves all students well. ► Focuses on outcomes. ► Measures progress towards goals. ► Attends to goals and results. ► Works to help the system adapt and change.

Career Development Outcomes Personal/Social Development Outcomes Academic Development Outcomes Comprehensive Developmental School Counseling Program School Counseling Outcomes Guidance Curriculum Individual Planning Responsive Services

Systemic Interventions Individual Interventions Career Development Outcomes Personal/Social Development Outcomes Academic Development Outcomes National Model School Counseling Program School Counseling Outcomes

Systemic Interventions Individual Interventions Career Development Outcomes Personal/Social Development Outcomes Academic Development Outcomes School Counseling Program School Counseling Outcomes Strong Evidence Weak Evidence

National Model Programs: ► Are focused on improving academic achievement and eliminating the achievement gap. ► Operate from a mission that is connect with the school district’s mission and educational reform agendas.

National Model Programs: ► Operate from a formal set of Student Learning Objectives that are  connected to National Standards  aligned with State Curriculum Frameworks  aligned with district standards  based on measurable student learning outcomes ► Are data-driven and accountable for student outcomes

ASCA National Model

The ASCA National Model: Foundation ► Mission and Goals that are aligned with the district and school mission ► Measurable Student Learning Objectives that are aligned with the ASCA National Standards and connect to State Curriculum Frameworks ► Beliefs and Philosophy guide program development, implementation and evaluation

The ASCA National Model: Delivery System ► Guidance Curriculum--structured developmental lessons connected with academic areas ► Individual Student Planning--work with students and families to help all students develop personal goals and future plans ► Responsive Services--meeting immediate student needs through crisis counseling, referral and follow-up ► System Support--activities targeted at maintaining and enhancing the educational environment and school climate

The ASCA National Model: Management System ► Agreements with administrations ensure  effective implementation of the guidance program  connection of the program to student needs  connection of the program to district reform initiatives and school improvement plans. ► Advisory Councils of parents, students, teachers, administrators, and community members to ensure that the program initiatives are responsive to needs.

The ASCA National Model: Management System ► Data-driven management  Use of data to plan, monitor, evaluate, and modify interventions  Use of data to document how students are different as a consequence of program ► Day-to day operation of the School Counseling Program is monitored and coordinated through  Action Plans  Audits of Time Use  Use of Master Calendars

The ASCA National Model: Accountability System ► Yearly Results Reports, including quantitative data on student change, are shared with all stakeholders. ► School Counselor Performance Standards are used in constructing job descriptions and in annual performance evaluations. ► Periodic Program Audit is used to ensure that the Program is targeted at the right goals and implementing interventions effectively.

ASCA National Model Counselors Using Data: ► To describe problems, plan programs, and target interventions to help students and to change systems. ► To measure the outcomes of interventions and modify interventions based on results. ► To account annually for results to constituencies in Result Reports. ► To account annually for results to supervisors in school counselor performance evaluations. ► To periodically evaluate the performance of the school counseling program. ► To demonstrate the impact of school counseling on student achievement.

ASCA National Model ASCA (2002) “The old question was, What do counselors do? The new question is, How are students different because of what school counselors do?”

Second Annual National School Counseling Leadership Institute ► Implementing the ASCA National Model to Help All Children Succeed ► UMASS Amherst, July 12 th thru 16th, 2004 ► Judy Bowers  Guidance Director Tucson Unified School District  President-elect ASCA  Co-Author ASCA National Model ► Trish Hatch  Guidance Director Moreno Valley Unified School District  Co-Author ASCA National Model

Second Annual National School Counseling Leadership Institute ► Learn the Model ► Learn How to Implement the Model ► Learn Practical Leadership Skills Needed for Implementation ► Evaluate Potential Implementation Problems in Your District ► Learn Data-Based Management ► Learn Program Evaluation and Accountability Skills

We need to be the change we want to see happen. We are the leaders we have been waiting for. -Gandhi

National Center for School Counseling Outcome Research John Carey Carey Dimmitt Janine Roberts Wendy McGannon Debra Smith Loren Lauffer Jim Harrity counseling/