Are You Ready for the ASCA National Model

1
Are You Ready for the ASCA National Model?

• MASCA Annual Conference
• Hyannis, MA
• May, 6, 2003

2
National Center for School Counseling Outcome
Research

• Jim Harrity
• Carey Dimmitt
• John Carey
• http//www.umass.edu/schoolcounseling/

3
Organization

• Review of The National Model and CDG
• Development of The Readiness Instrument
• Complete the Readiness Instrument
• Discuss Common Problems and Solutions
• Conclusions

4
Please.

• Please hand in your completed survey and take a
  blank one.

5
Three Phases of Massachusetts School Counseling
Models
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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.

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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.

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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.

9
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).
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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.
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National Model Programs

• Are focused on improving academic achievement and
  eliminating the achievement gap.
• Operate from a mission that is connect with the
  school districts mission and educational reform
  agendas.

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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

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ASCA National Model
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The ASCA National ModelFoundation

• 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

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The ASCA National ModelDelivery 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

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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.

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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

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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.

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Development of the ASCA National Model Readiness
Instrument

• The idea for an instrument evolved during the
  Centers work of evaluating district wide
  programs and consultation with district leaders.
• Wide variation among and within districts in
  understanding and implementing National Models

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Development of the ASCA National Model Readiness
Instrument

• There was a need for people to see how they fit
  into the bigger picture in terms of CDM and
  National Models.
• The Readiness instrument was born.
• Available Literature review (slim)
• Design
• Review by national leaders- Judy Bowers, Trisch
  Hatch.
• Implementation- MASCA, May 6th 2003

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Discussion of Common Problems and Possible
Solutions

• For further information contact the Center at
• http//www.umass.edu/schoolcounseling/

22
Please.

• Please hand in your completed survey and take a
  blank one.

23
National Center for School Counseling Outcome
Research

• Thank You

http//www.umass.edu/schoolcounseling/