Social Justice Framework

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Social Justice Framework ASCA National Model
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Equity ? Equality

• Equality
• Providing equal resources, interventions, and
  access for all stakeholders
• Equity
• Providing more resources, interventions, and
  access for those school stakeholders who need more

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The 3 As of Equity

• Access Opening Doors
• Equitable enrollment in rigorous courses
• Attainment Reaching Benchmarks
• Attendance rates
• Drop out rates
• Promotion/Retention rates
• Special Education rates
• Gifted and Talented enrollment rates
• Math and Reading levels -ratesof proficiency
• Algebra I and Geometry rates
• Discipline -suspension and/or expulsion rates
• Achievement Making the Grade
• State test scores
• Course and classroom grades

Duplicated with Permission from the National
Office for School Counselor Advocacy of The
College Board
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What is Social Justice?

• Social justice refers to the idea of a just
  society where there is equality and equity among
  and between groups of people
• Social justice targets marginalized groups of
  people in society, schools, etc. (whereas
  equality or equal rights are applicable to
  everyone).

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• Social Justice recognizes that there are
  situations in which the application of the same
  rules to unequal groups can generate unequal
  results!

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Traditional vs. Social Justice Approach to
School Counseling

• Traditional SC Approach
• Dependence on counseling theories and approaches
  with little to no regard for cultural background
• Emphasis on individual student factors (e.g.,
  unmotivated, depressed)
• Emphasis on equality
• Reliance on labels
• Little to no use of data
• Focus on maintaining status quo
• Focus on enrolling students in comfortable
  courses

• Social Justice Approach
• Major focus is on highlighting the strengths of
  students (empowerment-based counseling)
• Emphasis on socio-cultural and environmental
  factors (e.g., poverty, discrimination,
  neighborhoods) that influence student behavior
• Major goal is to challenge oppression
• Emphasis on equality and equity
• Avoidance of labeling
• Dependence on data
• Focus on changing existing policies and
  strategies
• Focus on enrolling students in more rigorous
  courses

Holcomb-McCoy (2007). School counseling to close
the achievement gap.
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National Office for School Counselor Advocacy
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ASCA Code of Ethics Preamble June 2004

• Each person has the right to receive the
  information and support needed to move toward
  self-direction and self-development and
  affirmation within ones group identities with
  special care given to students who have
  historically not received adequate educational
  services
• students of color
• students from low-socio-economic
• backgrounds
• students with disabilities
• students with non-dominant language
• backgrounds.

National Office for School Counselor Advocacy
(ASCA, 2004a, p.4)
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Ethics Section E.2, Diversity

• The professional school counselor
• A. Affirms the diversity of students,
  staff, and families
• B. Expands and develops awareness of his/her
  own attitudes and beliefs affecting cultural
  values and biases and strives to attain cultural
  competence.
• C. Possesses knowledge and understanding about
  how oppression, racism, discrimination and
  stereotyping affects him/her personally and
  professionally.
• D. Acquires educational, consultation, and
  training experiences to improve awareness,
  knowledge, skills, and effectiveness in working
  with diverse populations
• ethnic/racial status, age, economic status,
  special needs,
• ESL or ELL, immigration status ,
  sexual orientation, gender,
• gender identity/expression, family
  type
• religious/spiritual identity and appearance.

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Critical Shifts to ProvideSocial Justice-Based
Education

• Equality Equity
• Identifying at-risk students
  Acknowledging a broken system
• Color-Blindness
  Self-Examination
• Learning about other cultures
  Dismantling systems of power and
  privilege
• Celebrating diversity
  Advocating and fighting for equity
• Focus on intent
  Focus on impact

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Our School

• Barbados School is located in an urban school
  district. Over 60 of the students are on free
  and reduced lunch. About 20 of the students are
  in academically challenging classes. These
  students are the pride of the school. The other
  80 are in what are considered as standard or
  remedial classes. Data indicates that 60 of the
  students who attend this school eventually go on
  to two or four year colleges. The other 40
  either drop out of high school or do not go onto
  postsecondary education (PSE).
• As a social justice-focused school counselor,
  what are some of the things you could do in this
  school to increase access and equity for
  typically marginalized students?

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A New Model and Vision of School CounselingThe
ASCA National Model
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Overview

• The American School Counselor Association (ASCA)
  has collaborated to create a National Model for
  School Counseling Programs to connect school
  counseling with current educational reform
  movements that emphasize student achievement and
  success.

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How we got here

• March 2001, ASCA Governing Board passed a motion
  to develop a National Model
• June 2001, Summit I met in Tucson, AZ
• Nov./Dec. 2001, reviewed by school counselors and
  Summit participants
• May 2002, Summit II held, in Washington, DC
• June 2002, Release of ASCA Model at conference

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Rationale

• By aligning a counseling program with the
  schools mission and school improvement plan,
  professional school counselors

• partner as leaders in systemic change
• ensure equity and access
• promote academic, career and personal/ social
  development for every student

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

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• People have wondered 

What do school counselors DO?
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Historical Problems in School Counseling Programs

• Lack of legitimization
• Lack of consistent identity
• Limited or no involvement in reform movements
• Variation in roles from state to state and site
  to site
• Non-school counselor responsibilities

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Historical Problems Have Continued

• Lack of basic philosophy
• Poor integration
• Insufficient student access
• Inadequate guidance for some students
• Lack of counselor accountability
• Failure to utilize other resources

Source From Gatekeeper to Advocate. Transforming
the Role of the School Counselor, Hart, P.J. M.
Jacobi (1992)
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Varied and Conflicting Approaches

• Vocational counselors vs. Mental Health
  counselors
• Directive vs. Non-directive
• Individualized services vs. Comprehensive program
• Pre-service training varies as do administrative
  expectations

Source From Gatekeeper to Advocate. Transforming
the Role of the School Counselor, Hart, P.J. M.
Jacobi (1992)
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Attempts to Unify the Profession

• Gysbers Hendersons comprehensive programs
• Johnson Johnson's results-based guidance
• Myricks planned developmental guidance

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When schools fail to clearly define the
counselors role...
School administrators, parents with special
interests, teachers or others may feel their
agenda ought to be the school counseling
programs priority. The results often lead to
confusion and criticisms when they are
disappointed. (Carolyn Maddy Bernstein, 1995)
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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

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Current School Counseling Trends

• ASCAs National Standards for School Counseling
  Programs
• Transforming School Counseling Initiative
  (Education Trust Dewitt Wallace)
• Increased number of state models
• Results-based school counseling
• Legislation for school counseling programs
• ASCAs National Model

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When you cant change the direction of the wind,
adjust your sails.
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The old question was
What do counselors do?
The new question is
How are students different because of the school
counseling program?
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From Entitlement to Performance

• 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

• 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

Source McGowen, P. Miller, J., Changing the
Entitlement Culture, The American School Board
Journal, August 1999, p.43
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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 objective

Source McGowen, P. Miller, J., Changing the
Entitlement Culture, The American School Board
Journal, August 1999, p.43
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Implications

• What is the purpose of the school counseling
  program?
• What are the desired outcomes or results?
• What is being done to achieve results?
• What evidence is there that the objectives have
  been met?
• Is the program making a difference?

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School Counseling Programs Are About

• Counseling Managing Resources
• Leadership Teaming
• Assessment Collaboration
• Technology Data-Driven Decisions
• Advocacy

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School Counseling Programs Are About
RESULTS.
How are students different as a result of the
school counseling program?
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We Exist To Effect Change In Students
Acquire Improve

• Attendance
• Behavior
• Academic Achievement

• Knowledge
• Skills
• Positive Attitude

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Paradigm Shift

• From

Not only monitoring process and measuring
services delivered
To Focusing also on and measuring the results of
our programs and services
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(No Transcript)
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• Advocacy
• Leadership
• Collaboration
• Systemic Change

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Definitions

• Use your Erford and Holcomb-McCoys book to
  arrive at definitions of advocacy, leadership,
  collaboration, and systemic change.
• In triads, discuss what these roles mean for
  school counselors.

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Foundation

• Beliefs and Philosophy
• Mission
• Domains
• Academic Development
• Career Development
• Personal/Social Development
• ASCA National Standards and Competencies

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Delivery System

• School Guidance Curriculum
• Individual Student Planning
• Responsive Services
• System Support

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Management System

• Agreements
• Advisory Council
• Use of Data
• Monitoring Student Progress
• Closing the Gap
• Action Plans
• Guidance Curriculum
• Closing the Gap
• Use of Time
• Calendars

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Management System

• Management Agreements
• Advisory Council
• Use of Data
• Monitoring Student Progress
• Closing the Gap
• Action Plans
• Guidance Curriculum
• Closing the Gap
• Use of Time
• Calendars

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Accountability

• Results Reports
• Impact Over Time
• School Counselor Performance Evaluation
• The Program Audit

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• Advocacy
• Leadership
• Collaboration
• Systemic Change

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Our School

• Barbados School is located in an urban school
  district. Over 60 of the students are on free
  and reduced lunch. About 20 of the students are
  in academically challenging classes. These
  students are the pride of the school. The other
  80 are in what are considered as standard or
  remedial classes. Data indicates that 60 of the
  students who attend this school eventually go on
  to two or four year colleges. The other 40
  either drop out of high school or do not go onto
  postsecondary education (PSE).
• Which headings would the previous
  activities/programs fit under (Advocacy,
  Leadership, Collaboration, systemic Change)?
  What other things would you add now?

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Academic Development

• Guidance Curriculum (HS)
• Developing Academic 4/6 year Plans
• Promotion/Retention Criteria
• Organization, Study and Testing Taking Skills
• Registration, College and High School Graduation
  Requirements
• Post High School Options
• Transition into the Real World

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Academic Results Goal Setting (K-5)

• After classroom guidance lessons pre-post
  tests indicated
• student knowledge of goal setting increased from
  10 to 98
• 90 achieved their identified goal

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Personal/Social ResultsConflict Resolution
(K-5)

• Number of students who could
• peacefully resolve a conflict increased
• from 55 to 88
• Following implementation of a Conflict Manager
  program the number of suspended students was
  reduced from 13 in 97/98 to 3 in 01/02.

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Academic Results Interventions (6-8)

• After Academic Counseling Groups
• 37 of 6th graders (64)
• 24 of 7th graders (47)
• 72 of 8th graders (46)
• demonstrated GPA improvement

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Academic Results Interventions (6-8)
Pre Post

• Students on retention list
• 6th - 81
• 7th - 73
• 8th - 103

• Students who came off retention list
• 6th - 27
• 7th - 22
• 8th - 23

72 students avoided retention
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Personal/Social ResultsConflict Resolution (6-8)

• At one site the number of students resolving
  conflicts with the help of peer mediators
  increased from 0 to 346
• At another site, the number who took advantage of
  peer mediation increased from 47 to 149

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Career DevelopmentCanyon Springs High School

• In the last three years the number of students
  visiting the career center has increased from
  30 to over 200 students per day.
• Parent attendance at evening guidance events has
  increased from 150 to 500 parents
• Scholarship dollars for students increased from
  750,000 to 825, 000
• Finally, graduation rates have improved from
• 84 to 89