ASCA National Model: School Counselors Using Data John Carey, Carey Dimmit, Reese House School Counseling Leadership Institute 2003

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.”

Three Phases of Massachusetts School Counseling Models

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.

“The American School Counselor Association has created the National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize student achievement and success.” (ASCA, 2003).

“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.”

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

Strong Evidence Weak Evidence School Counseling School Counseling Program School Counseling Outcomes Career Development Outcomes Systemic Interventions Academic Development Outcomes Individual Interventions Personal/Social Development 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 SO this leads up to the ASCA National Model As you view the graphic, you will notice there are four areas FOUNDATION DELIVERY SYSTEM MANAGEMENT SYSTEM ACCOUNTABILITY The visual show that the foundation, a program’s core beliefs, philosophy and mission, dictates both how the program is management and how it is delivered. These two components go hand in hand: Delivery system is the ways in which counselors deliver services. The management system ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student. Both the delivery and management lead to the Accountability component. And accountability leads back to the foundation because results of our program lead to program improvement, which begins once again with the foundation.

The ASCA National Model: Foundation Mission that is 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 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?”

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