Recognized ASCA Model Program Application (the RAMP application) Mesa Public Schools Elementary Counselors

The ASCA National Model of School Counseling People have wondered…      What do school counselors DO?

Recent Trends in Education Education reform movement Accountability Standards-based movement High-stakes testing Achievement gap – equity and access Block grants Emphasis on improving school safety Vouchers Performance, not entitlement

From Entitlement… to Performance From a program that: Focuses generally on the number of activities Measures the amount of effort Attends to the process of doing work Works to maintain the existing system To a program that: Focuses on outcomes and improved results Measures impact related to goals Attends to goals, objectives, and outcomes Changes and adapts to be more responsive Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

From Entitlement… to Performance From counselors who: Focus on good intentions Talk about how hard they work Generally feel little need to change their behavior or approach To counselors who: Focus on accomplishments Talk about effectiveness Know their future rests on accomplishments Communicate goals and objectives Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

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

The ASCA National Model

Recognized ASCA Model Programs (RAMP) The purpose of the RAMP award is to recognize: Exceptional ASCA Model Programs that are comprehensive in scope, preventative in design and developmental in nature Programs that reach every student and are driven by data. Programs that focus on knowledge, skills and attitudes needed for successful academic achievement, career development, and personal/social growth Programs where the counselors’ time is spent in a way that maximizes the benefits that every student is able to receive from the program.

Components of the RAMP application 12 components that are evaluated on a rubric system. Applications must receive 54/60 points to be designated as a RAMP School. Components include: Foundation- Mission Statement, Philosophy Statement, Standards/Competencies, and School Counseling Program goals. Delivery System- Classroom Guidance curriculum and Small-group curriculum Management- Calendars, Counselor/Principal Agreement, Advisory Council Accountability- Guidance Curriculum Results Reports, and Closing the Gap Results Reports

Why RAMP your program? Based on the ASCA National Model, the RAMP designation: Identifies your school as an exemplary educational environment. Increases your skills and knowledge of school counseling. Helps you evaluate your program and areas for improvement. Enhances your program’s efforts toward academic achievement and student success. Gives you the confidence that your program aligns with a nationally accepted and recognized model of school counseling as well as aligning with your school and district’s goals and objectives.

Alma Elementary School Mesa Public Schools Christa Petersen Alma Elementary School Mesa Public Schools

GOAL 1: 90% of sixth grade students will participate in Career Guidance units during the fall semester (2008), and will demonstrate an 80% mastery in attainment of skills relating to career goals that include identifying career plans, options, interests and skills; exploring entry level opportunities; and evaluating educational requirements. Interventions Career Guidance Unit including 10 classroom lessons per 6th grade classroom. Results 92.5% of sixth grade students demonstrated an 80% mastery in the attainment of skills and knowledge relating to career goals that included identifying career plans, options, interests and skills; exploring entry level opportunities, and evaluating educational requirements.

GOAL 2: 75% of the students who missed 10% or more of school during the 2007/2008 school year will increase their attendance to at least 90% daily average attendance during the 2008/2009 school year. (Target group = 21 students) Interventions Small-Group curriculum, Individual counseling and Goal setting, Parent informational letters and Parent conferences. Results 76% of students in the target group met the attendance goal of an average daily attendance percentage at 90% or above at the end of the first semester, resulting in an average increase of 4.7% in daily attendance for each student.

GOAL 3: 80% of 4th grade students designated as “approaches” on the 2008 AIMS test in reading will increase their knowledge of effective study skills and test taking strategies and behaviors that lead to successful learning. Interventions Targeted 4th grade study skills/reading small-group curriculum, after-school tutoring Results 87.5% of students reported an increase in the knowledge of effective study skills and test taking strategies and behaviors that lead to successful learning. Average increase for the group was 17.5%

Johnson Elementary School Mesa Public Schools Rebecca Fisher Johnson Elementary School Mesa Public Schools

GOAL 1: 4th grade students designated as “approaches” on the 2008 AIMS test in reading will increase their knowledge of effective study skills and test taking strategies by 50% Interventions Targeted 4th grade study skills/reading small-group curriculum Results 72% of the targeted 4th grade students showed overall improvement in their study skills, test-taking and time management skills.

GOAL 2: 50% of 6th grade students will be able to identify the skills relating to a career goal that include identifying career plans, options, interests and skills along with evaluation educational requirements. Interventions Classroom guidance lessons focusing on careers, career plans, interests, skills and educational requirements. Results 56% of the 6th grade students were able to identify an individual career goal, plans, interests and skills, and educational requirements needed for that career.

GOAL 3: Decrease the number of 3rd, 4th and 6th grade students sent to the school’s “Responsibility Room” for either academic or behavioral issues (friendship, anger) by 40% and to increase their study skills, organizational skills and skills related to appropriate classroom behavior by 40%. Interventions Selected students participated in small group curriculum lessons. Results 3rd grade has shown a 28% increase over last year, 4th grade has shown a 22% increase over last year, 6th grade has shown a 31% decrease over last year.

Irving Elementary School Mesa Public Schools Jacelyn Brand Irving Elementary School Mesa Public Schools

GOAL 1: 75% of students who missed 5-9% of 1st quarter will improve attendance by 1% by the end of 2nd quarter INTERVENTIONS Individual student meetings Classroom guidance lessons Parent/teacher conferences. RESULTS 75% increase 1% or + Average increase 3.4% Outliers

GOAL 2: Identified 5th grade students will increase knowledge of study skills by 50%. Teacher perceptions will improve 25% INTERVENTIONS Small Group Counseling 6 sessions RESULTS Teacher Perception Data Student Study Skills Knowledge Data

GOAL 3: To decrease discipline reports by 10% for the 2008-2009 school year as compared to reports from the 2007-2008 school year. RESULTS 2007-2008 1st Semester: 90 2008-2009 2nd Semester: 49 INTERVENTIONS Classroom Guidance Lessons Communications Unit Responsibility Lessons Conflict Resolution Lessons Small Group Counseling Playground Pals

Holmes Elementary School Mesa Public Schools Jeni Nye Holmes Elementary School Mesa Public Schools

GOAL 1: 46 students who missed 10% or more of school in 2007/2008 and/or who missed 15% or more of school by 9/18/09 will increase their attendance to 90% or better during the 2008/2009 school year. Interventions Small group curriculum, Individual counseling and goal setting, parent informational letters, newsletter articles and Alarm Clock Grant Results 55% of targeted students increased their attendance to above 90% for the first semester of the 2008/2009 school year. School wide average daily attendance percentage improved from 95/8% in 07/08 to 96.25% in the first semester of 08/09, an improvement of 1.25%

GOAL 2: 18 fourth grade students designated as “approaches” on the 2008 AIMS test in reading will increase their knowledge of effective study skills and test taking strategies by 30%. Interventions Small group curriculum, Mentoring, Individual counseling and goal setting, Parent informational letters, Parent conferences. Results 88.8% of students raised or maintained mastery on their knowledge of study skills and test taking strategies by 30% or more. 100% of students achieved mastery on their knowledge of study skills and test taking strategies as shown by the post assessment scores.

GOAL 3: 95% of current 6th grade students will successfully complete a career guidance unit and improve their skills relating to personal career goals, interests, abilities and career facts such as academic preparation, job description, and salaries. Interventions Career guidance unit taught in classrooms, Career Luncheon with Mentors. Results 97.23% of students in the 6th grade completed a career guidance unit, compiling a career guidance folder and improved their skills relating to personal career goals, interest, abilities and career facts such as academic preparation, job description, and salaries by 55%.

Questions????