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WESTERN REGION INSTITUTE

WESTERN REGION INSTITUTE. IMPLEMENTING THE AMERICAN SCHOOL COUNSELOR ASSOCIATION NATIONAL MODEL: A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS. Administration. Location of restrooms Turn off pagers and cells Breaks and lunch. Do your homework -read the ASCA National Model

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WESTERN REGION INSTITUTE

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  1. WESTERN REGION INSTITUTE • IMPLEMENTING THE AMERICAN SCHOOL COUNSELOR ASSOCIATION NATIONAL MODEL: A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS

  2. Administration • Location of restrooms • Turn off pagers and cells • Breaks and lunch

  3. Do your homework -read the ASCA National Model -be sure you know the model Gather resources -Gysbers & Henderson (2 books) -Myrick’s book -Your state model -Your district model TIPS FOR GETTING STARTED

  4. ASCA NATIONAL MODEL • Proactive • Developmental • Team Approach • Student Centered • 100% Program • Articulated K-12 • Comprehensive, not Ancillary

  5. ASCA NATIONAL MODEL • Paradigm shift for School Counselors • Creates a Vision • Standards Based • Qualified, Professional Counselors

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

  7. 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

  9. 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 program’s 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

  11. 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

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

  16. 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?

  17. 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.

  18. Guidance Curriculum Suggested Time Distribution

  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

  21. Individual Planning Suggested Time Distribution

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

  23. 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

  24. Responsive Services Suggested Time Distribution

  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

  26. 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.

  27. 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

  28. 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

  29. System Support Suggested Time Distribution

  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.

  31. 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.

  32. 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.

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

  34. 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

  35. 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 Management Agreement

  36. 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

  37. 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 Advisory Committee

  38. 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

  39. 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. Student-achievement Data:

  40. 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 Achievement Related Data

  41. 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

  42. Gender Ethnicity Socio-economic status (lunch) Career Tech track Language spoken at home Special Education Grade level Teacher How to Disaggregate Data

  43. 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

  44. 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

  45. 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

  46. 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 School Guidance Curriculum Action Plan contains

  47. 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 Closing the Gap Action Plans contain

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

  49. 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

  50. 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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