The ASCA National ModelLeveraging Partnerships with School Counselors and Counseling

Associations

Mark Kuranz, ASCA Director of Professional Development Adjunct Professor, Marquette University

ASCA Past President

December 10, 2015

Making DATA Work, 3rd ed.

Goals for the Today

Understand…

•General concepts of the ASCA National Model•Review the four components of the ASCA National Model

Some of the Researchers

• Carey, Harrington, Martin, & Hoffman, 2012

• Dimmitt & Wilkerson, 2012

• Ward, 2009

• Lapan, Gysbers, Sun, 1997

• Lapan, Gysbers,Petros, 2001

• Sink, Stroh, 2003

• CSCORE – Carey & Harrington, UMASS

Research on Schools with Comprehensive Counseling Program

Increased• Graduation Rates

• Math and reading

• 3rd grade reading proficiency

• Scores on state tests

• ACT scores

• Students taking ACT

• Perkins Program completion

• Attendance

Research on Schools with Comprehensive Counseling Program

Decreased• Suspension rates

• Discipline referrals

• Student reports bullied/teased

Students Report …

Higher grades Better relationships with their teachers

School prepares them well for their future

More satisfied with their education

A positive school climate Feeling safer

Career and college information readily available

Greater awareness of relevance/importance of education for their future

School Counselors in Changing Times

• Lack of legitimization• Lack of consistent identity• Variation in roles from state to state and site to site• Non-school counselor responsibilities• Educator vs. Mental Health counselors • Radom Acts of Guidance vs. Comprehensive program• Pre-service training varies as do administrative

expectations• Lack of counselor accountability

Factors driving change:

Performance, not entitlementChanging demographics Federal and state legislationAccountability movementAmerican School Counselor

Association

We Exist To Effect Change In Students:

Acquire• Knowledge

• Social Skills

• Positive Attitude/Skill

Improve• Attendance

• Behavior

• Academic Achievement

Why National Model?

• More time with students• More time spent on counseling• More school counseling programs• Better results for all students• More engaged stakeholders• More accountability

Challenges …

•Time – how to prioritize•Timing – when to start •Buy-in from stakeholders•ASCA school counselor role vs. reality•Aligning with district “drivers”•Data – implications•Frustrations of so much to do

The old question was…“What do counselors do?”

The new question is…“How are students different because of the school counseling program?

Themes

• Advocacy• Leadership• Collaboration• Systemic Change

How are they integrated with the District Goals?How are they aligned with the goals college and career readiness, student achievement,relevance, relationships and leadership?

What do these terms mean?

Leadershipp. 1

Advocacyp. 4

Collaborationp. 6

Responding with a Systemic Focusp. 8

School counselors:• Use data to support leadership, advocacy and

collaboration designed to create systemic change.

• Work proactively to remove systemic barriers to learning

• Promote systemic change that will create a learning environment where all students succeed.

Mentors

PhoneContact

504’s

SmallGroup

ClassroomLesson Behavior

Management

After schoolProgram

Tutoring

45% of students in the school have a D or F.

Traditional Counseling Responses

IndividualCounseling

Student Focused

Implement school Wide Closing theGap Plans

School wide AdvisoryProgram

Conduct a StudentSurvey

DisaggregateData byTeacher

Advocatefor TaskForce

Team withParents &Community

Analyze master schedule

Change Policies

45% of students in the school have a D or F.

Data Driven Counseling Programs

PBISSystem Focused

FOUNDATION

Program FocusStudent Competencies

Professional Competencies

Foundationp. 21

1. Program Focus

2. Student Competencies

3. Professional Competencies

Program FocusFoundation

Beliefs Vision Mission Program Goals

Visionp. 23

Effective school counseling belief statementsp. 21 –23

Indicate agreed-upon beliefs about the ability of all students to achieve

Address how the school counseling program meets student developmental needs

Address the school counselor’s role as an advocate for every student

Identify persons to be involved in the planning, managing, delivery and evaluation of school counseling program activities

Include how data inform program decisions Include how ethical standards guide the work of school counselors

BeliefsThe district's program of school counseling shall:

• Involve staff members at every appropriate level. • Honor the individuality of each student. • Be integrated with the total educational program. • Be coordinated with available resources of the community. • Cooperate with parents and share their concern for the development of the student. • Provide means for sharing information among appropriate staff members in the best

interests of the student. • Be available to address student concerns as needed. • Establish a referral system that utilizes resources offered by the school and community,

guards the privacy of the student, and monitors the effectiveness of such referrals. We believe: (example)• All students have dignity and worth • All students have the right to participate in the school counseling program • All students’ ethnic, cultural, racial, sexual differences and special needs

are considered in planning and implementing the school counseling program

• All students shall have access to a state-certified professional school counselor to deliver the counseling program

An effective vision statementp. 23 -24

Describes a future world where the school counseling goals andstrategies are being successfully achieved.

Outlines a rich and textual picture of what success looks like andfeels like

Is bold and inspiring

States the best possible student outcomes that are five to 15 years away

Is believable and achievable (Kose, 2011; Levin, 2000)

Vision Statement p. 24

The Smith High School comprehensive school counseling program supports students in their pursuit of career readiness, academic excellence, and personal growth. All students who graduate from Smith High School will have an intentional post-secondary plan that meets the needs of a 21st century learner.

See other examples on the ASCA web site: <www.schoolcounselor.org>

An effective mission statementp. 24

Aligns with the school’s mission statement and mayshow linkages to district and state department of education mission statements

Is written with students as the primary focus Advocates for equity, access and success of every

student Indicates the long-range results desired for all

students

Mission Statementp. 24 - 25

The mission of the school counseling program at Hope Elementary School is to provide a comprehensive, developmental school counseling program addressing the academic, career and personal/social development of all students. In alignment with the missions of Hope Elementary School, the County School District, and the State Department of Education, we design and implement a program designed to vigorously promote student achievement, success, and ethical behavior. In collaboration with other educators, parents or guardians, and the community, school counselors support the learning environment and nurture student growth. We are committed to preparing students to meet the challenges of their global generation.

Program Goals

… Define how the VISION and MISSION will be accomplished.

Program Goals DevelopmentP. 25 -28

• Guide the development of action plans.

• Statements about a desirable outcome

• Aligned with the school counseling vision and mission

Effective program goals• Promote achievement, attendance, behavior and/or school

safety

• Are based on school data

• Address school wide data, policies and practices to address closing-the-gap issues

• Address academic, career and/or personal/social development

• Are SMART: Specific, Measurable, Attainable, Results-Oriented, Time-bound

SMART Goalsp. 28

Goal Examples Students who were suspended out of school 3 or more days in the

2010-2011 school year will increase their instructional time by 10% in the 2008-2009 school year.

By the end of year two, the achievement gap in mathematics for African-American students will decrease by 50 percent.

To reduce the number of aggressive or disruptive behaviors of identified 5th grade students by 30%

By the end of the school year, 9th grade students who participate in the STARS program will improve their academic grades by 10%, as evidenced by report card grades, and will pass the 6th grade SOL tests.

By the end of the school year, the number of students who can identify at least two of the legal consequences associated with the misuse of technology will increase by 10%, as evidenced by post-test data collected from classroom guidance lessons.

Student CompetenciesFoundation p. 29

ASCA Student Standards

Other Student Standards

The ASCA Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness

Standards for Every Student

Describe the knowledge, skills and attitudes that students need to achieve academic success, college and career readiness and social/emotional development. http://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

Professional CompetenciesFoundation p. 29 -30

ASCA SC Competencies

ASCA Ethical Standards

ASCA School Counselor Competenciesp. 148 -159

• The ASCA School Counselor Competencies outline the knowledge, skills and attitudes that ensure school counselors are equipped to meet the rigorous demands of the professional the needs of our preK-12 students.

• The Competencies can be used by:– School counselors for self-assessment and

professional development planning– Counselor education programs for training– Supervisors and administrators for supervision

ASCA Ethical Standards

• Ethics are the customs, norms, standards and accepted practice of the school counseling profession (Corey, Corey, & Callanan, 2010).

• The ASCA Ethical Standards for School (2010) specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism.

• They guide school counselors’ decision-making and help standardize professional practice to protect both students and counselors.

MANAGEMENT

Assessments Tools

Managementp. 41

Assessments Tools

AssessmentsManagement

School Counselor Assessment

School Counselor Program

Assessment

Use of Time Assessment

AssessmentsManagement p. 148 -159

Assessmentsp. 59 -62

Assessmentsp. 43, 63

Use of Time Comparison p. 135-136

ToolsManagement

Annual Agreement

p.46

Advisory Council

p.47

Calendarsp. 56

Action Plans-p.53

Curriculum- p. 69Small group- p. 70

Closing- the- gap- p. 71

Lesson Plans

p.55

p. 46, 64 -65

Advisory Councilp. 47 -48

• List of members & positions

• Two advisory council meetings– Agendas – Minutes

Calendarsp. 56 -57

Annual Weekly (Fall & Spring)

SC Core Curriculum Action Planp. 53 –54, 69 - 71

Who

Why

What When

Expected Results

Closing-the-Gap p. 71

p. 55 -56, 72

Data ToolsManagement

Use of Datap. 48

Program Results Data

p. 51

School Data Profile

p. 50

Use Data To…

Monitor student progress Identify students who are having difficulties or behavior

problems Identify barriers to learning Understand factors affecting student behavior Identify access and equity issues Close the achievement, opportunity and attainment gaps Assess and evaluate the effectiveness of activities within the

school counseling program Improve, modify or change services provided to students Educate stakeholders about the power of comprehensive

school counseling programs Advocate for additional resources to increase program

effectiveness

Data Sources

• District Reports• School Data Report

Card• State Assessments• Improvement Plans• State Data • Current Services

• Grades• Attendance• Behavior• Graduation Rates• School Climate Surveys• ACT and SAT Scores• AP and IB Scores

ProcessNumbers impacted

PerceptionPre/Post and Surveys

OutcomesAchievement, Attendance

and/or Behavior

Program Results Datap. 51

Process DataWhat you did for whom?

p. 51

• How many and how often• Evidence that event occurred• How activity was conducted• Did the program follow the prescribed

practice?

Process DataWhat you did for whom?

p. 51-52

• Eight fourth-grade students participated in a study skills

• Group that met six times for 45 minutes• 450 ninth-graders completed an individual

learning plan• 38 parents attended the middle school

orientation meeting

Perception DataWhat do people think they know, believe or can do?

p. 52 -53

• Attainment of competencies• Changes in attitudes and beliefs• Skill development• Perceived gains in knowledge

Perception DataWhat do people think they know, believe or can do?

• 100 percent of sixth-graders can identify three career• interests• 89% of students demonstrate knowledge of promotion/

retention criteria• 92% can identify early warning signs of violence• 93 % of fourth-graders believe fighting is not an

appropriate method of solving problems• 69 % of all students report feeling safe at school• 90 % of the parents report benefiting from a presentation

on college entrance requirements

Outcome Data - ULTIMATE GOALSo what?

p.52

• Hard data• Application data• Impacted on students ability to utilize the

knowledge, attitudes and skills – Attendance– School Safety (Behavior)– Academic achievement

Outcome Data - ULTIMATE GOALSo what?

Achievement Promotion rate increased from 88 to 94%

Attendance Attendance increased from 91 to 95%

School Safety(Behavioral)

Discipline referrals decreased by 30%

School Data Profile Templatep. 50 –51, 66

DELIVERY

Direct ServicesIndirect Services

Delivery

• In-person interactions with students

Direct Student Services

• Interactions with others

Indirect Student Services

Direct and Indirect Student Servicesp. 84

Direct Student ServicesDelivery - p. 84

SC Core Curriculum

Individual Student Planning

Responsive Services

Delivery System• SC Core Curriculum

– Structured lessons delivered to all students– Related to standards and competencies– Integrated with academic curriculum

• Individual Planning With Students– Designed to assist students in establishing personal goals– Designed to assist students in developing future plans

• Responsive Services– Designed to meet students’ immediate needs– Individual, group, and crisis counseling– Consultation, referral, mediation, information

SC Core Curriculum Action Planp. 53 –54, 69 - 71

Who

Why

What When

Expected Results

Indirect Student ServicesDelivery - p. 87

Referrals Consultation

Collaboration

ACCOUNTABILITYData Tracking

Program ResultsEvaluation and Improvement

Accountability

1. Data Analysis

2. Program Results

3. Evaluation &

Improvement

Data Analysis Accountability - p. 100

School Data Profile

Analysis

Use of Time Analysis

ProcessNumbers impacted

PerceptionPre/Post and Surveys

OutcomesAchievement, Attendance

and/or Behavior

Program Results Datap. 51

Program ResultsAccountability

p. 103 -105

Curriculum Results Report

Analysis

Small Group Results Report

Analysis

Closing the Gap Results Report

Analysis

Small Group Results Report

School Name Year:Group Name:Goal:Target Group:Data to Identify Students:

School Counselor(s)

ASCA Domain, Standard and

Student Competency

Outline of Group Sessions to be Delivered

Resources Needed

Process Data (Number of

students affected)

Perception Data (Data from

surveys used)

Outcome Data (Achievement,

attendance and/or behavior data

collected) Implications

Who

Name & FocusWho & Number

# of Times(4-10)

Data Story

Closing-the-Gap Results Reportp. 116

How identified

Curriculum Materials

Tied to Goals

ImplicationsActivities(small group &…)

3. Evaluation & ImprovementAccountability

p. 105 -107

SC Competencies

Assessment

Program Assessment

Analysis

SC Performance Appraisal Template

AssessmentsManagement

p. 105

Assessmentsp. 59, 105 -106

p. 106 –107, 112

Thank Youmkuranz@schoolcounselor.org