1. Susan R. Rose, Ph.D. Oldham County Counselor Institute June 11, 2009
ASCA National Model
Susan R. Rose, Ph.D.
Oldham County Counselor Institute
June 11, 2009

2. What prevents me from embracing new ideas?
I am comfortable (amid the chaos)
I know this job – it is predictable
I know what is expected of me
I have a vision of a stable future
I have a routine
This is just another in a long line
of new ideas, to come and go
and ….

3. We have a sales job to do:
We need to sell this program to our administration both at the district level and at the school level
We need to sell this program to ourselves

4. What others are saying …
“Little evidence exists between the intended effects of counseling activities and the students’ perception of the usefulness of guidance at their schools.”
- Zoe Corwin, AERA, April 2004

5. “What do counselors do?”
The Old Question was …
“What do counselors do?”

6. The New Question …
“How are students different BECAUSE of the school counseling program?“

7. The New Essential Question:
How Has Student Achievement Increased as a Result
of What Counselors Do?
School Counseling Programs are about RESULTS.

8. “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).

9. 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.

10. 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

11. 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.

12. The ASCA National Model
Overview of the Model
The Themes
Leadership
Advocacy
Collaboration
Systemic Change

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

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

15. “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.”

16. The Law of Parsimony If we work with We reach Individuals 1-10
Small groups
12-24
Classrooms
30-60
Teachers
School Climate
1000+

17. The ASCA National Model (cont.)
The Elements
The Foundation
Beliefs
Assumptions
Values
Philosophy

18. 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

19. Vision Stephen Covey’s Habit#2: Begin with the End in mind.
Good : Your School’s Vision
Better: Your District’s Vision
Best: Counselor Vision for
your district
Stephen Covey’s Habit#2:
Begin with the End in mind.
The Cheshire Cat said: “If you don’t know where you’re going, you’ll end up somewhere else.”

20. Mission
Example: _________ County School Counselors will provide a school counseling program that will lead to student excellence in academic, career awareness, and social/personal development through working with students, parents, teachers, and others in the community.

21. The ASCA National Model
The Delivery System
School Guidance Curriculum
Individual Student Planning
Responsive Services
System Support

22. 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

23. The ASCA National Model
The Management System
Management Agreements
Advisory Council
Use of Data
Action Plans
Use of Time
Calendars

24. 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.

25. 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

26. ASCA National Model: Counselors Using Data to Spur Systemic Change
School Counselors must be proficient in:
Accessing data
Analyzing data
Interpreting data
Presenting data
School Counselors must use data to:
Create urgency for change
Change attitudes, policies & practices
Point out the system inequities
Advocate for system change

27. Use of Time
Day Planner
Spiral Bound Notebook to log meetings, calls, etc.
Phone Log
Calendars
Disseminated to the faculty, staff, parents
These documents are not only to document your time (Cover your ****), but also to make people aware of your contribution

28. ILP Training at eMain – Off Campus
Calendar Example 1 2 3
11:40 – SBARC Mtg.
12:40 - SBARC Mtg.
9:00 – Meet w/ Hardship Trfr. Students
12:40 - SBARC Mtg.
3:00 – Mtg. w/parent re: student’s retention
Guidance Lesson – Test Taking Skills 5 4 6 7 8
8:00 – 29
11:00 BAC Training - Off Campus
12:40 - SBARC Mtg.
Shacklette visiting
Flexible
Professional Development Day – No School for Students 9 10
9:30 – A-Team Mtg.
11:30 - SBARC Mtg.
2:30 – Leadership Mtg.
9:30 - SBARC Mtg.
12:40 - SBARC Mtg.
2:30 – Tardy Detention
7:00 – Mtg. w/Teacher and Parent
9:30 – SBARC Mtg.
12:40 - SBARC Mtg. 11 12 13 14 15 16 17
9:30 - SBARC Mtg.
11:30 – ECE Placement Mtg.
2:40 – Leadership Mtg.
9:30 - SBARC Mtg.
12:40 - SBARC Mtg.
1:30 - SBARC Mtg.
9:30 - SBARC Mtg.
1:30 - SBARC Mtg.
2:30 – ECE Dept. Mtg.
Scheduling, Walk- Throughs, Parent Meetings, Student Counseling & Conferences, etc.
District M.S. Counseling Mtg. – Off Campus
2:30 – Faculty Mtg. 18 19 20 21 22 23 24
8:40 - SBARC Mtg.
3:00 - SBARC Mtg. for Eisenhower 5th grader at Eisenhower
Scheduling, Walk- Throughs, Parent Meetings, Student Counseling & Conferences, etc.
9:30 – A-Team Mtg.
ILP Training at eMain – Off Campus
11:30 - SBARC Mtg. 30 31 25 26 27 28 29
9:30 – A-Team Mtg. w/Dr. Ledford
3:30 Paint Ball Team
outing w/staff
Scheduling, Walk- Throughs, Parent Meetings, Student Counseling & Conferences, etc.
Guidance, Walk- Throughs
Guidance, Walk- Throughs
Guidance, Walk- Throughs

29. ASCA National Model: Counselors Using Data to Spur Systemic Change
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.

30. The ASCA National Model
The Flow

31. 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.

32. RAMP
Show your administrators, school board and the community at large that you're committed to delivering a comprehensive, data-driven school counseling program.
Based on the ASCA National Model, the RAMP designation:
Gives you the confidence that your program aligns with a nationally accepted and recognized model
Helps you evaluate your program and areas for improvement
Increases your skills and knowledge of school counseling
Enhances your program's efforts toward academic achievement and student success
Identifies your school as an exemplary educational environment

33. RAMP
If your program successfully answers the question, "How are students different because of what school counselors do?" then you're ready to show the world that your program is "ramped up.”
When your program achieves RAMP status, you receive:
An engraved plaque
Letter sent to your school board, principal and superintendent
Template press release for you to individualize and send to local press
Use of RAMP logo for your business cards, letterhead, Web site or printed materials
Recognition at ASCA's annual conference
Two tickets to the RAMP Awards Luncheon at ASCA's annual conference
Recognition in ASCA School Counselor magazine and on ASCA's Web site

34. Contact Information:
Dr. Susan R. Rose
(502) 468 – 1480

35. REFERENCES
The ASCA National Model: A Framework for School Counseling Programs - Second Edition
ASCA National Model Workbook