WESTERN REGION INSTITUTE

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WESTERN REGION INSTITUTE

• IMPLEMENTING THE AMERICAN SCHOOL COUNSELOR
  ASSOCIATION NATIONAL MODEL A FRAMEWORK FOR
  SCHOOL COUNSELING PROGRAMS

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Administration

• Location of restrooms
• Turn off pagers and cells
• Breaks and lunch

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TIPS FOR GETTING STARTED

• Do your homework
• -read the ASCA National Model
• -be sure you know the model

• Gather resources
• -Gysbers Henderson (2 books)
• -Myricks book
• -Your state model
• -Your district model

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ASCA NATIONAL MODEL

• Proactive
• Developmental
• Team Approach
• Student Centered
• 100 Program
• Articulated K-12
• Comprehensive, not Ancillary

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ASCA NATIONAL MODEL

• Paradigm shift for School Counselors
• Creates a Vision
• Standards Based
• Qualified, Professional Counselors

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COMPREHENSIVE APPROACH

• Framework for organization of program
• Step-by-Step process to make transition
• Time Management System
• Student Standards
• Evaluation Procedures -- Accountability

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Elements of the National Model

• Foundation
• Delivery System
• Management Systems
• Accountability

8
Foundation

• Beliefs Philosophy
• Mission Statement
• Standards for students
• -academic
• -career
• -personal/social
• ASCA pages 27-37 Workbook pages 4-6

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Beliefs and Philosophy

• We agree statements
• Guides the program development, implementation,
  and evaluation
• Consensus from all personnel involved in the
  program
• ASCA Page 19 Audit page 110 Workbook page 4

10
Mission Statement

• Describes the programs purpose
• Provides a vision of what every student should
  achieve
• Aligned with the school and district mission
  statements
• ASCA Page 30 Audit page 111 Workbook page 5

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National Standards

• Academic
• Career
• Personal/Social
• Audit, page 112

12
Standards Competencies

• Knowledge, attitudes or skills that students
  should attain or demonstrate
• Integrated with the academic curriculum
• Organized into content areas
• ASCA Page 81 Audit Page 112

13
Activity

• Take about 15 post-it notes
• Write one activity you do on each one
• Put each post-it note in one of the four areas of
  the delivery system (no talking)

14
Delivery System

• Guidance Curriculum
• Individual Planning With Students
• Responsive Services
• System Support
• ASCA Page 39 Audit Page 112 Workbook page 7

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Guidance Curriculum

• Structured lessons delivered to all students
• Related to standards and competencies
• Integrated with academic curriculum
• ASCA Page 40 Audit Page 112

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Teach???

• What Lessons Should I Teach?
• Where Do I Find Lessons?
• How Do I Measure the Effectiveness of the
  Lessons?
• How Do These Lessons Fit into the Instructional
  Focus at the Site?

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Using Data to Develop Curriculum

• 1. Environmental issues
• 2. Discipline Records
• 3. Student Records
• 4. Standardized Test Scores
• Workbook page 13-16
• Work in groups to study and fill in chart on page
  15 or 16. Share with group.

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Guidance Curriculum Suggested Time Distribution
Elementary School Counselor of Time 35-45 ASCA Page 55 Middle School Counselor of Time 25-35 High School Counselor of Time 15-25 Gysbers Henderson, 2002
19
Individual Planning

• Ongoing systemic activities
• Designed to assist students in establishing
  personal goals
• Designed to assist students in developing future
  plans
• ASCA Page 41 Audit Page 113

20
Counselor Planned Directed

• Test score review, interpretation and analysis
• Promotion and retention information
• Career decision making
• Yearly course selection
• Test taking strategies
• TUSD Page 25 ASCA Model Page 41

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Individual Planning Suggested Time Distribution
Elementary School Counselor of time 5-10 Middle School Counselor of time 15-25 High School Counselor of time 25-35 Gysbers Henderson, 2002
22
Responsive Services

• Designed to meet students immediate needs
• Individual, group, and crisis counseling
• Consultation, referral, mediation, information
• ASCA Page 42 Audit Page 114

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When, Who, How of RS

• Time is built into schedule for Responsive
  Services.
• Available to all students and parents.
• Often student initiated by self referral

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Responsive Services Suggested Time Distribution
Elementary School Counselor of Time 30-40 Middle School Counselor of Time 30-40 High School Counselor of Time 30-40 Gysbers Henderson, 2002
25
System Support

• Program management activities that establish,
  maintain, and enhance the program
• Professional development activities
• Consultation, collaboration, and teaming
• ASCA Page 43 Audit Page 114

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Program Management Operations

• Budget, facilities, policies and procedures,
  research and resource development.
• Data analysis of student achievement scores,
  attendance, graduation rates.
• Fair share responsibilities as a school team
  member.
• Yearly evaluation of counseling program.

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Professional Development

• Each counselor plans PD for self during the year
  and documents on Management Agreement. Options
  include
• In-service training
• Professional association conferences
• Post-graduate education

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Consultation, Collaboration Teaming

• Counselors contribute to the school system by
• 1- Consultation and partnering with staff,
  parents guardians, school community, etc.
• 2- Community outreach
• 3- Advisory Councils
• 4- District Committees
• ASCA Page 43

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System Support Suggested Time Distribution
Elementary School Counselor of Time 10-15 Middle School Counselor of Time 10-15 High School Counselor of Time 10-15 Gysbers Henderson, 2002
30
Time and Task Analysis

• Follow directions on page 8, collect data one day
  a week. (Gysbers)
• Keep track of activities performed throughout the
  day. (Page 11)
• Total and put into percents. (Page 9-10)
• Gradually eliminate non-guidance activities.

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Delivery System Review

• How are you going to adjust the counseling
  schedule to meet the time allocations suggested
  in each area of the delivery system?
• List the standards/competencies you will
  concentrate on.
• List the professional development activities that
  will help you teach this competency.

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Data Shows Bullying is a Problem- So What Do We
Do?

• Use a research based program like Second Step.
• Provide an in-service for counselors and
  teachers.
• Materials must be secured.
• Determine when and how to teach the lessons.

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Management Systems

• Management Agreements
• Advisory Council
• Use of Data
• Action Plans
• Calendars
• ASCA Page 45 101-103 Workbook 21

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Management Agreement

• Statement of responsibilities
• Specific results that counselor is accountable
  for
• Division of program responsibilities
• Negotiated with and approved by administrator
  each year
• Page 46 101-103

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Management Agreement

• Student Access
• School Counselor of the Day
• Domain Responsibility
• Delivery of program
• Counselor availability

• Extra compensation
• Materials and Supplies
• Professional Devel.
• Professional Collab.
• Office Organization
• Principal and Counselor Sign

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Advisory Council

• Purpose Appointed to review counseling program
  results and to make recommendations
• Includes Representatives of all stakeholder
  groups
• students, parents, staff,
• community members
• Page 47

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Advisory Committee

• For the Counseling Program
• Meets twice a year
• Terms of membership 1-3 yrs
• Have a specific agenda for meeting

• Keep report of meeting TUSD page 29
• Counselor lets members know the direction for the
  committee.
• Members can be your best advocate

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Use of Data

• Program is data-driven
• Used to effect change
• Ensure that all students receive benefits of the
  program
• Student monitoring
• Closing the gap
• Page 49

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Student-achievement Data

• Standardized Test Data
• Grade Point Average
• SAT ACT scores
• Graduation Rates
• Passing all Classes

• Retention and promotion data
• Drop out rates
• Completion of specific programs
• At or above grade level in reading, math, etc.

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Achievement Related Data

• Course enrollment patterns
• Discipline referrals
• Suspension rates
• Alcohol, tobacco and other drug violations
• Attendance rates

• Parent or guardian involvement
• Participation in extracurricular activities
• Homework completion rates
• ASCA page 49

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Standards Competency Related Data

• Percentage of students with 4-year plans
• Percentage of students who have participated in
  job shadowing program
• Percentage of students who apply conflict
  resolution skills
• Percentage of freshman who graduate or drop out
  in 4 years

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How to Disaggregate Data

• Gender
• Ethnicity
• Socio-economic status (lunch)
• Career Tech track

• Language spoken at home
• Special Education
• Grade level
• Teacher

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Program Evaluation Data

• Process Data What did you do for whom?
• Perception Data- What do people think they know,
  believe or can do?
• Results Data So what
• ASCA Page 50

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Data Over TimeMeasures knowledge, attitude,
skills

• Immediate data measures the immediate impact
  (pre-post)
• Immediate data collected over a short period of
  time (improved behavior)
• Long range school wide, year-to-year
  longitudinal collection (attendance suspension
  rates)
• ASCA Page 51

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Action Plans

• Domain, standard, and competency
• Description of activity
• Curriculum and materials to be used
• Time allotment
• Person(s) responsible
• Evaluation of student success
• Expected result
• Page 53

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School Guidance Curriculum Action Plan contains

• Domain standard to be addressed
• Student competency addressed
• Description of activity
• Title of curriculum piece used

• Name of counselor responsible for delivery
• Means of evaluating student success
• Expected results
• ASCA Page 54

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Closing the Gap Action Plans contain

• Data that drive the decision to correlate with a
  competency
• Domain and standard to be addressed
• Measurable student competency

• Description of activity to be used
• Title of curriculum used
• Timeline for completion of activity
• ASCA page 54

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Calendars

• Master calendar
• Weekly calendar
• Published
• Ensures planned activities are completed
• PR tool
• ASCA Page 57 Audit Page 118

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What is On an Annual/Master Calendar?

• Activities scheduled each month
• Open house for new students
• Parent nights for 9, 10, 11, 12
• College Night/Financial Aid Night
• Special emphasis for each month
• Workbook Page 24A, 25 TUSD Page

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What is On a Monthly Calendar?

• Classroom guidance lessons by teacher and with
  competency to be taught
• Specific time for individual planning, system
  support and responsive services
• Early release days, parent/teacher conferences,
  phone calls
• Group schedule

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Accountability

• Results reports
• School counselor performance and evaluation
• Program audit
• ASCA Page 59 Audit Page 119

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Results Reports

• Ensure programs are implemented, analyzed for
  effectiveness, and changed/improved as needed
• Shared with stakeholders
• Immediate, intermediate, and long-range results
• ASCA Page 59 Audit Page 119 TUSD Page 60

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Elementary Results Agreement Tucson Unified
School District

• TUSD Handbook Page 60
• Standards for the Academic Domain
• All elementary counselors will teach these three
  as minimum competencies
• Each grade level has its own competencies/objecti
  ves
• Look at results report
• Developed by TUSD elementary counselors and Karen
  Ward.

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Middle School/High School RRSunnyside High School

• Crosswalked NOICC and ASCA National Standards
• Picked curriculum to teach the competency for
  each grade
• Complete for all three domains
• Scheduled the presentations on the master
  calendar
• Richard Montano, Sunnyside High School, Tucson,
  Az.

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School Counselor Evaluation

• Basic standards of practice
• Administrator evaluation
• Self Evaluation
• ASCA Page 62 Audit Page 120 TUSD Page 73

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Counselor Performance Evaluation

• Standards for 12 elements of model
• Standard 13 includes the 4 themes
• Yes/no
• Comments to indicate strengths or recommendations
  
• Can be expanded to coordinate with school
  district evaluation
• ASCA Page 62 TUSD Page 73

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Program Audit

• Guide future program decisions
• Improve student results
• Evidence of alignment with ASCAs National Model
• ASCA Page 119

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When To Use the Audit

• Complete to determine how your program aligns
  with the ASCA Model.
• Determine what areas need to be added or improved.

• Use as a guide in building your district/state
  model.
• Assess yearly as program is being built.

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What Does Audit Tell Us?

• Major strengths of the program
• Areas that need to be strengthened
• Categories rate progress of each criteria and
  show where work needs to be done
• Short and long range goals for improvement are
  determined

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Themes

• Leadership
• Advocacy
• Collaboration
• Systemic Change
• Talk at your table and come up with a definition
  for one of the themes.

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Leadership

• System-wide change
• Collaboration
• Modeling
• Academic achievement

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Advocacy

• Identify/be aware of student needs
• Ensure needs are met
• Remove barriers to learning
• Remove system barriers

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Collaboration Teaming

• Common goals
• Within school outside of school/district
• Resource to students other stakeholders

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Systemic Change

• Use of data
• Assess current situation/conditions
• Advocate for change
• Build partnerships

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Getting Started

• 1. Planning
• 2. Building the Foundation
• 3. Design the delivery system
• 4. Implement the program
• 5. Making the program accountable
• ASCA Page 69 Steps to Implementation

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1. Planning

• Establish leadership
• Commitment to action
• Steering committee
• Gain administrative and board support
• Assess what is currently working
• Identify the changes and additions from current
  program to ASCA model

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2. Building the Foundation

• Needs assessment data
• School/student data
• Identify current strengths areas of improvement
• Discuss beliefs about students learning
• Write philosophy, mission statement, standards,
  competencies, indicators
• Determine program priorities
• Assign standards competencies to grade levels

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3. Designing the Delivery System

• Determine time allotments for each component
• Develop action plans
• Identify the guidance curriculum to be used
• Determine the data that will be collected
• Decide which counselors will perform which
  activities
• Rally administrative support

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4. Implementing the program

• Setting up the program
• Working the program
• Promoting the school counseling program

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Setting Up the Program

• Establish program budget
• Pre-conditions equal access, adequate
  budget/resources, collaborative effort,
  administrative support, state leadership/technical
  support
• Complete management agreement forms

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Working the Program

• Master planning calendar
• Time allocations
• Weekly and monthly planning calendars
• Professional development activities
• Implement curriculum activities at each grade
• At least one closing the gap activity

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Promoting the School Counseling Program

• Develop a program brochure
• Present the program to school staff
• Develop a web site
• Present the program to the governing board for
  official approval

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5. Accountability

• Monitor program results
• Monitor counselors growth and performance
• Monitor students progress

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Monitor Program Results

• Program results reports
• Evaluation standards and indicators
• Review audit results for improvement ideas
• Use results for programmatic decisions
• Assess counseling team

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Monitor Students Progress

• Student mastery of selected competencies
• Impact of school counseling program on action
  plan goals
• Impact of program on school-wide goals
  achievement, attendance
• Share results reports with stakeholders

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Making the Transition

• Start slow
• Celebrate accomplishments
• Expand leadership base
• Expect challenges/develop strategies to overcome
  barriers
• Develop and model trust

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Making the Transition

• Student/counselor ratios
• Develop counselor job descriptions
• Develop job descriptions for other counseling
  staff members
• Establish budget and other resources

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Other Sections of Model

• ASCA Ethics and resources
• Glossary
• References used in Model
• State and National Models send to be reviewed
• Suggested readings

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Coming on next printing

• Endorsements from supporting organizations.

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Thank You!!!!

• Thank you to Kim and Judy for their work on the
  presentation.
• Kim Holaway, Marana Unified School District,
  Tucson, Az
• Judy Bowers, Tucson Unified School District,
  Tucson, Az
• Feb. 2003