Implementing The ASCA National Model€¦ · Research on Schools with Comprehensive Counseling...

Implementing The ASCA National Model

Karen Griffith, Ph.D.School Counselor, Retired

Assistant Professor, University of Georgia

National Trainer & Lead RAMP Reviewer, ASCA

[email protected]

404-542-1536

mailto:[email protected]

The ASCA National Model3rd Edition

Making Data Work3rd Edition

ASA National ModelImplementation Guide

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

Model vs. RAMP

National Model

• Comprehensive

Developmental

Counseling Program

• Total Program

• Continual, On-Going

RAMP

• An Award

• Exemplary Samples

• Due in October

ASCA National Model

Overarching Themes

• Leadership

• Advocacy

• Collaboration

• Systemic Change

ASCA National Model: Foundation

• Beliefs

• Vision Statement

• Mission Statement

• Program Goals

• Mindsets & Behaviors

• School Counselor Competencies

• Ethical Standards

ASCA National Model: Management

• School Counselor Competencies Assessment

• School Counseling Program Assessment

• Use of Time Assessment

• Management Agreement

• Program Planning/System Support

ASCA National Model: Delivery

Direct Student Services (Action Plans)

• Core Curriculum

• Individual Student

Planning

• Responsive Services

Indirect Services

• Referrals

• Consultation

• Collaboration

ASCA National Model: Accountability

• Data Analysis

– School Data Profile

Analysis

– Use of Time Analysis

• Program Results

– Results Reports:

• Analysis of Core Curriculum

• Analysis of Small Group

• Analysis of Closing the Gap

– Sharing Results

• Evaluation & Improvement

– SC Competencies

Assessments

– SC Performance Appraisal

– Program Assessment

– Program Goal Analysis

Good Things Happen

Classroom Lessons

School Wide Attendance Program

Social/Emotional Groups

Academic Support Groups

Service Learning Clubs

Bully Prevention Programs

More Intentional Things Happen

Leadership Team

Classroom Lessons

School Wide Attendance ProgramAbuse Disclosure

Staff Development for Teachers

Responsive ServicesParent Phone Calls

Response to Intervention Meetings

Parent Workshop

Answering Emails

Parent Teacher Conferences

Crisis Response

Individual Student Planning

Transcript Reviews

Senior Letters

Social/Emotional Groups

Academic Support Groups Newsletters

Closing the Gap

Drop In Conferences

Service Learning Clubs

Bully Prevention Programs

Data Analysis

Record Keeping

Essential Pieces!

Collecting Data

School Improvement Plan (SIP)

• Data already analyzed

• Priorities established

• How can counselor contribute?

Collecting Data - Achievement• Students Failing Required

Standardized Tests

• Students “on the bubble” for

Standardized Tests

• Students Failing 1 Core Class

• Students Failing 2-3 Core Classes

• Students Failing More than 3 Core

Classes

• Students below Grade Level in

Reading/Math

• Students Identified as Special

Education

• Students in Remedial

Classes/Program

• Students who Fail Algebra 1 (#1 predictor of not graduating HS)

• Students in Accelerated

Classes/Program (not gifted)

• Students Enrolled in the Gifted

Education Program

• High School Graduation (applied to

seniors)

• Students Not Earning Required

Credits (not on track for graduation)

• High School Students Needing Credit

Recovery (by subject?)

• High School Students Taking College

Entrance Exams (SAT, ACT, etc.)

• High School Students Accepted to

College

• High School Graduates Enrolling in

College

See Handout – Possible Data Sources

Collecting Data - Attendance

• Excused vs. unexcused absences

• Students with 5 – 8 Absences

• Students with 9 – 15 Absences

• Students with 16+ Absences

• Students with 10+ Late Arrivals

• Students with 10+ Early Check-Outs

• Students with 3+ Health Clinic Visits

• Students Identified by teachers as

avoiding class

• Students referred to counselor for

attendance concerns

• Students enrolling after first day of

school

Pay Attention to…

• Attendance of transient/highly

mobile students with history of

multiple schools

• Attendance of homeless students

• Attendance of students in foster

care placements

• Attendance of students diagnosed

witha mental illness

• Check on cohorts as they progress

to next grade – who’s missing?


Collecting Data - Behavior

• Total Disciplinary Referrals to

Administration

• Disciplinary Referrals by Offense Type (fighting, weapons, threats to students, threats to

teachers, bullying, peer conflict, substance use,

etc.)

• Students with One Official Discipline

Referral

• Students with More than One Official

Discipline Referral

• Students Referred for In-School

Suspension (ISS)

• Students Referred for Out-of-School

Suspension (OSS)

• Students Referred for Alternative

Placements for Behavior

• Students with Unsatisfactory

Conduct/Effort Grades

• Students Referred to the MTSS Team

(multi-tiered systems of support) for Behavior

• Students Identified as Special

Education (behavior)

• Students Referred to Counselor for

Behavioral Concerns

• Students Identified by Teachers as

Behavior Problems (excluding those with

referrals above and/or those screened out by school

counselor)


Prioritize Needs

• Based on Counselor Perspective

• Talk with important stakeholders

• Which warrant school counselor or school

program response

YOUR Data

LPSI/ABC Report

• Identify needs

• Identify priorities

• Link your work to the

overall mission of the

school

• Outcome Data– Achievement

– Attendance

– Behavior

School Data Profile

• Handout

• Look for gaps– Subgroup to Subgroup

– School Subgroup to

District/State Subgroup

– Achievement gaps

– Opportunity gaps

– Attainment gaps

• Look for trends over time

See Handout – Blank TablesSee Handout – Blank Tables

Program Goals

Annual Emphasis of Counseling Program

SMART Format

Based on Data

Identify Measurable Outcomes

•specificS

•measurableM

•attainableA

•results-orientedR

•time-boundT

Writing Program GoalsWrite a Program Goal in SMART goal format:

By _____________________, (end date)

________________________ will increase/decrease(identified students) (choose one)

___________________________________________(achievement, attendance, or behavior)

by ___________________________ .(measure of change)

Writing Goals

List of students who made a D/F in 2nd, 3rd, or 4th grade

during the previous school year

Let’s practice!

By _____________________,

(end date)

________________________ will increase/decrease

(identified students) (choose one)

___________________________________________

(achievement, attendance, or behavior)

by ___________________________ .

(measure of change)

Writing Goals

List of students who made a D/F in 2nd, 3rd, or 4th

grade during the previous school year

By May 20, 2017, 5th grade students who earned a D/F in

math first semester will reduce the number of D/Fs earned by

50% from 48 (fall semester) to 24 (spring semestser)

Let’s practice!

Writing Goals

• Disaggregated data revealed the highest percentage of students

at the “met” level were FARM

• Beyond the total demographic percentage of FARM students

• Determined this group might respond to specific counselor

interventions and move to “exemplary” level

By _____________________, (end date)


___________________________________________



Let’s practice!

Writing Goals

• Disaggregated data revealed the highest percentage of students

at the “met” level were FARM

• Beyond the total demographic percentage of FARM students

• Determined this group might respond to specific counselor

interventions and move to “exemplary” level

By May 2017,

the number of 4th grade FARM students scoring

“exemplary” on the state science test

will increase by 75%

from 16 (2016) to 28 (2017).

Let’s practice!

Writing Goals

• First Semester Critical Absence Report (list of students with 8+ absences)

• First Semester Critical Absence Report disaggregated by grade

levels

• Kindergarten students had the most absences during the first

semester.

By _____________________, (end date)


___________________________________________



Let’s practice!

Writing Goals

• First Semester Critical Absence Report (list of students with 8+ absences)

• First Semester Critical Absence Report disaggregated by grade

levels

• Kindergarten students had the most absences during the first

semester.

By May, 2017 (end of second semester),

the cumulative number of absences in kindergarten

will decrease by 50% from 36 (first semester) to 18 (second semester).

Let’s practice!

Why Mindsets & Behaviors?

• The ASCA National Model requires a change in

the guiding question:

What do counselors do?

How are students different?

ASCA National Standards for Students

ASCA Mindsets & Behaviors

for Student Success

Key Research

Mindsets and Behaviors?

• Link Counseling Interventions to Outcomes

• Frame Intervention Content

• Drive Perception Data Assessments

Outcome Data

Outcome Data

Mindsets &

Behaviors

Outcome Data

Mindsets &

Behaviors

Counselor Intervention

How…

1. Begin with your goal

2. Add in contextual information

3. What do students need to learn from you

4. Select Mindsets/Behaviors

5. Create or find Learning Objectives

6. Create Perception Data Tool

How…1. Begin with your goal

By December 19, 2016, 80% of 6th grade students failing one or more

content area classes at mid-term will earn a grade of 70 or better.

2. Add in contextual information




2. Add in contextual informationLack supplies Don’t know how to study

Don’t use agendas Don’t get home with what they need

Overwhelmed with workload Overscheduled

Don’t care Don’t think they can do it

See Handout – SMART Goal Format

(contextual information)









(contextual information)

YOUR

TURN!








3. Brainstorm what students need to learn from you








4. Brainstorm what students need to learn from youLearn how to manage time Learn tricks for studying

Believe in themselves Learn how to organize their school stuff

YOUR

TURN!


(anywhere)










4. Select Mindsets and Behaviors










3. Select Mindsets and BehaviorsMS:2 Self Confidence in ability to succeed

BS:LS/3 Use time-management, organizational, and study skills

Data Types

Process Data

• Just the facts

• Number of students

• Number of

sessions

• How Delivered

• Pre/Post Tests

• Surveys

• Completion of Task

• Classroom Tasks

• Measure:

– Attitudes/beliefs

– Knowledge

– Skills

Outcome Data• Achievement

– Graduation

– Promotion

– Retention

– Grades

– Test Scores

• Attendance– # Days Absent, Late

• Behavior– Discipline Referrals

– Behavioral Incidents

Perception Data

Process Data

• Just the Facts

• Which & How Many Students

• What

• How

• When

Eight 7th grade students who failed social studies during the 1st Q

participated in a small group for 10 30-minute sessions during 2nd Q

Ten 9th grade English classes received 3 lessons on graduate

requirements and postsecondary options

Outcome Data – Core Curriculum

• Achievement

– Grades

– Test scores

• Attendance

– # Absences

– Absence Rate

• Behavior

– # Referrals

• 94% of 3rd graders are reading

on or above grade level

• The total number of out of

school suspensions was

reduced from 38 to 6

• Average daily attendance for

9th grade increased from 94%

first term to 96% second term

• The number of 9th grade

students off track for

graduation decreased from 28

to 4

• 99% of students passed EOCT

Perception Data

• What participants think they know

• 3 areas

– Attitudes

– Knowledge

– Skills

• Typically a pre/post test

Students believe their grades are related to time spent studying.

Students know 2 ways to solve a conflict peacefully.

Students can organize their study materials.

DEVELOPING EVALUATION

TOOLS

How do we get there? Academics

Behavior

Attendance

Standards

Knowledge

Attitudes

Skills

Outcome Road Academics

Behavior

Attendance

Knowledge

Skills

Attitudes

Perception Data

Attitudes

I believe…

Skills

I can…

Knowledge

I know…

Measure Before & After

Keep it Short

Keep it Easy

Compare Results

Perception Data

Attitudes

Scaling

Likert

Card Sort

Take a Stand

I believe…

Skills

Demonstrate a skill

Role Play

Give Example

Illustrate

Solve a Problem

I can…

Knowledge

Recount facts

Define

Describe

List

I know…

Perception data assessments

Quantitative Data

• Questionnaires

• Standardized Tests

• Pre/Posts

Qualitative Data

• Focus Groups

• Interviews

• Observation

• Narrative

Creating questionnaires

• Fewest possible relevant questions

• Age appropriate

• Use parallel language

• Consider including one open-ended question

• Administer pre-test to assess knowledge

• Administer post-test to evaluate learning

• Test your questionnaires with others first

Likert scale

1. Strongly Disagree

2. Disagree

3. Agree

4. Strongly Agree

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

• Attainment of competencies

• Changes in attitudes and beliefs

• Skill development

• Perceived gains in knowledge

Selecting MS/B

6) Create Perception Data Tool• Learning Objectives/Competencies:

• Student will demonstrate confidence in his/her ability to succeed.

• Student will know how to take notes in class.

• Student will know tricks for remembering important information.

• Student will organize materials, assignments.

• Students will create a schedule for studying.

• Student will ask questions in class at the appropriate time and in an

appropriate

Knowledge

Attitudes

Skills

Goal: By the end of the semester, the number of students in 6th grade who are

failing a class at the end of the first quarter will decrease by 50% from 40 to 20.

MS/B: MS:2 Self-confidence in ability to succeed

BS/LS:3 Use time management, organizational and study skills

Selecting MS/B

6) Create Perception Data Tool

1. I believe that if I work hard I can pass my class. 1 2 3 4

2. I understand the Cornell note-taking system. 1 2 3 4

3. I know at least 3 mnemonic devices for remembering information.

1 2 3 4

4. I can organize my book bag. 1 2 3 4

5. I know when to ask questions in class. 1 2 3 4

6. Create a schedule for getting your homework completed this week.Knowledge

Attitudes

Skills

Indicate your level of

stress about going to

middle school.

1) My thoughts and attitudes effect my learning.

strongly disagree disagree agree strong agree

2) The opinions my friends have about school and learning

effective my learning.


3) It is important to choose friends who like and value

school/learning.


4) An example of something I can say to myself that will help me

learn is:

Data AssessmentProcess Data

Perception DataOutcome Data

Attitudes Knowledge Skills

Bu

llyin

g

All 4th Graders

178 students/7

classes

2 classroom

lessons

Delivered Dec &

Nov

What is the best way

to handle the bully?

How important is it

to stand up to a

bully? (rate 1-10)

Define bullying.

Give an example of

bullying.

Name 3 things a

target can do to get

away from a bully.

Describe something

you would do when

you see someone

being bullied.

Behavior:

Comparison of

number of

administrative

referrals for peer on

per conflict first half

of school year to

second half

HS

Tran

siti

on All 8th Graders

218 students

3 classroom

lessons

Rate your feelings

about going to high

school next year on a

scale of 1-10.

Name 3 people in the

high school who will

help you if you get

lost.

How many students

can successfully open

a combination lock

within 30 secs.

Attendance:

Comparison of

absences last

month of school

previous school

year to current

school year

Stu

dy

Skill

s

3rd Graders who

failed Social

Studies or Science

first quarter

15 students

3 small groups

10 sessions of 30

minutes

Name 3 reasons for

learning about…

Name 3 ways to

study for unit test.

Number of students

satisfactorily

completing HW on

time (teacher

gradebook)

Achievement:

Comparison of 1st &

2nd Quarter Report

Card Grades

DEVELOPING ACTION PLANS

Action Plans

Core

Curriculum

• All Classes

• Most linked to Goals

• Mindsets &

Behaviors

• Data Plan

• Curriculum &

Materials

• For Everyone

• Class Lessons

• Lesson Topics

– Domains

– Developmental

Closing

the Gap

• Linked to one Goal

• Mindsets &

Behaviors

• Data Plan

• Resources &

Materials

• For Targeted Group

• Various Activities

• Gap based on Data

Small Group

Responsive Services

• All Groups

• Some linked to

Goals

• Comprehensive

• Variety

• Addressing Needs

– Developmental

– Data Driven

– Special

Circumstances

School

Counselor(

s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)

Type of Activities to be Delivered in What

Manner?

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance

and/or behavior

data to be

collected)

Project

Start/End

Holly Hopeful

Class Lessons:BS/SM: 2

BS/SS 2 & 3

Small Group:MS: 3

BS/SM: 2BS/SS: 9

Parent Workshop:

MS: 3

Staff Trainings:

MS: 3BS/SS: 3 & 4

3 Classroom Lessons:Reasons for RulesPlaying the Game

Surviving 7th Grade

Small Group Counseling for Targeted Group of Students

(focus on belonging and self-management skills)

Individual Counseling as needed with Students

Parent Workshop:School Expectations & How

Parents can Support

2 Staff Trainings: Understanding Culture &

Ethnic Identity Development

Attribution Error Theory

Lesson Plans for Core

Curriculum, Small Groups, Parent/Teache

r Trainings

Research Bibliography

Time & Space for Activities

Studentswith 2 or

more discipline

referrals for class

disruption during

previous school year

Pre/Post Tests

# of Discipline Referrals for Class

Disruptionearned by identified

students during and following interventions

Begin after first 6

weeks of school

(mid-Sept)

Concludeby Early

November

Sample of Closing the Gap Action Plan

Closing the Gap Action Plan

School

Counselor(s)

ASCA Domain &

Standard

(Mindsets &

Behaviors)Type of Activities to be Delivered

in What Manner? Resources Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys to

be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

School Name

Goal (SMART format)

Target Group

Data to Identify Students

Template Online

• Pre-Test

• Implement

• Post-Test

• Review Outcome Data

• Analyze Results

• Reflect

Action Plan

Closing the Gap

Results Report

School Counselor(s

)

ASCA Domain and

Standard (Mindsets & Behaviors)

Type of Activities to be Delivered in What Manner?

Resources Needed

Process Data (Number of

students affected)

Perception Data (Data

from surveys used)

Outcome Data (Achievement,

attendance and/or behavior data collected) Implications

School

Counselor(s

)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)Type of Activities to be

Delivered in What Manner?

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception

Data (Type of

surveys to be

used)

Outcome Data

(Achievement,

attendance

and/or behavior

data to be

collected) Project Start/End

Sustaining Change

Dolphins not Whales

Implementing The ASCA National Model€¦ · Research on Schools with Comprehensive Counseling...

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