CHAPTER 4 THE ASCA NATIONAL MODEL

1. Publisher to insert cover image here CHAPTER 4THE ASCA NATIONAL MODEL Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

2. The Professionalization of School Counseling • Comprehensive school counseling evolved as recently as the 1980s • Comprehensive school counseling programs emerged in late 1990s • Often the experience that individuals had during their K-12 education frames the perception of school counseling • Important to educate communities about professional school counseling

3. The ASCA National Model • Overview of Model: reflects the themes, components, and flow that represent the heart of school counseling • Themes: Leadership, Advocacy, Collaboration, and Systemic Change • Intentional and distinguishable actions of effective school counselors

4. The ASCA National Model • Components: Foundation, Management, Delivery, and Accountability • Where school counselors demonstrate the 4 themes most clearly • Flow: indicates the directionality of the components and manner in which feedback moves through the program to ensure the highest efficacy of the school counselor’s work

5. Leadership-Foundation of other essential skills • Leading the comprehensive school counseling program is the most important leadership role • Influence implies leadership that mobilizes all stakeholders in the implementation and delivery of the school counseling program, student development, and student achievement • Framed around academic achievement and student development, delivery of a comprehensive school counseling program, professional identity, and role inconsistency • Skills can be developed in graduate school and enhanced once in the field

6. Advocacy • Identifying needs, problems, and barriers at the micro- and macro-levels that directly influence student achievement and school success • ASCA’s description of school counselor advocacy : • Eliminating barriers • Creating opportunities • Ensuring access • Collaborating with others • Promoting positive, systemic change • Advocate for students, families, teachers, and schools beyond the walls of the school building

7. Collaboration • Engages school counselors and all stakeholders in mutually shared and common visions to support student achievement and development • 7 Essential Types of Collaboration: • Interprofessional collaboration • Youth-centered collaboration • Parent-centered collaboration • Family-centered collaboration • Intra-organizational collaboration • Inter-organizational collaboration • Community collaboration

8. Collaboration Continued • Collaborative components: • Beliefs • Vision statement • Mission Statement • Program Goals • Closing-the-gap results report • Leadership • Advocacy • Systemic change • Must create school culture that radiates collaborative energy

9. Systemic Change • Occurs when leadership, advocacy, and collaboration move educational systems, schools, and communities forward in the best interest of learning, achievement, and development for all students • Noticeable when policies are revised, procedures are altered, and attitudes shift • School-wide data reflects increase in attendance, participation in educational opportunities, number of students graduating college and career ready, and promotion of graduation rates

10. The Components of the ASCA National Model: Foundation • Philosophical base that supports CSCPs • Program Focus: articulates beliefs, vision statement, mission statement, and program goals • Beliefs: personal, individual, derived from experiences and drive behavior • Values are integral to the development of beliefs • Vision Statement: what do we want the future to hold for in terms of outcomes? • Based on beliefs and values

11. The Components of the ASCA National Model: Foundation • Mission Statements: provides focus and direction to reach vision statement • Program Goals: describe, in measurable terms, how the CSCP will accomplish the vision and the mission

12. Program Goals Format • 4-Step process for developing goals: • Disaggregate and examine school data to uncover gaps by categories such as socioeconomic status, gender, age or grade, race/ethnicity, or gifted/talented or special education students. • List domain activities and interventions provided currently to all students

13. Program Goals Format • Identify school improvement plan goals that align with the proposed school counseling goals in order to create a shared collaboration toward mutual goals • Complete a school counseling SMART goals (specific, measurable, attainable, results-oriented, time-bound) worksheet

14. Competencies • Student competencies: Outline what students are expected to achieve as a result of being in a CSCP • ASCA Mindsets and Behaviors for Student Success document guides schools counseling curricular components of CSCPs • Other student standards: State/national standards and district and state initiatives may be integrated into curriculum components • Professional competencies: strengthen school counselor competence, skills, and effectiveness

15. Management System • Overall organization of the CSCP • Assessment: provides school counselors and teams with the data needed to drive the program and ensure that all students are achieving and developing as articulated in the program beliefs, vision and mission statements, and program goals • Tools: provide school counselors and teams with templates for program implementation, organizing and reporting assessment data, and creating targeted plans and interventions that feed the delivery of the program

16. Assessments • School Counselor Competencies Assessment: resource for evaluation of school counselor practice and to guide growth and development • School Counseling Program Assessment: provides school counselors and teams with a resource for assessing and evaluating the CSCP • Use-of-Time Assessments: document where school counselors are devoting their time • Conducted twice a year

17. Tools • Annual Agreements: clarify roles, functions, expectations, and priorities of all activities in the CSCP • Advisory Councils: representative group of stakeholders that provides leadership functions alongside school counselors to ensure effective implementation of CSCP • Use of Data: provide focus and direction of school counseling program • Examples: student achievement data, achievement-related data, standards- and competency-related data, disaggregate data

18. Tools Continued • School Data Profile: current and detailed data representation used to monitor student progress • Program Results Data: reports how students are different because of the services provided by the CSCP • Process data: documents who and how many students received services • Perception data: What do students believe they know, actually know, or can do or demonstrate? • Outcome data: reports the results on an activity or program using evidence

19. Tools Continued… • Action Plans: document efficient and effective delivery of school counseling program • Lesson Plans: used to ensure school counseling curriculum is delivered strategically based on standards and competencies • Calendars: essential organizational tools and valuable data sets

20. Delivery System • Focus of a CSCP • Outlines the services delivered to stakeholders-the priority being on students • Ideally 80% of school counselor’s time • Direct Services with students • Indirect Services for students

21. Direct Student Services • In-person services • School Counseling Core Curriculum: planned, written instructional program that consists of learning opportunities for all students • Individual Student Planning: ensures all students have an individual plan intended to support the attainment of personal, educational, and postsecondary and occupational goals • Individual or small-group appraisals and advisement

22. Direct Student Services Continued • Responsive Services: services intended to address immediate student needs concerning academic, career, and personal/social issues through counseling and crisis response • Individually or through small group • Short-term and developmental in nature • Prevention is better than intervention • Development of crisis response plans

23. Indirect Student Services • All the behind-the-scenes responsibilities that school counselors assume that support student achievement and development • Referrals: support services and resources that provide additional, supplemental assistance and materials to students and families • Consolation: school counselors use consultation to empower stakeholders’ ability to contribute to student development and achievement • Collaboration: connects and engages school counselors with a variety of stakeholders in order to promote student achievement and development

24. Accountability System • Data collected from action plans are compiled, disaggregated, analyzed into results reports, evaluated for program improvement, and prepared for dissemination • Accountability and evaluation ensures that the CSCP improves • Processes of accountable programs: • Data analysis • Program results • Evaluation and Improvement

25. Data Analysis • Informs decisions about the school counseling program • School Data Profile Analysis: summary of school’s achievement, attendance, behavior, and safety record over a multiyear period • Informs delivery component of CSCP • Use-of-Time Analysis: essential to monitoring how school counselors are actually using their time • Invaluable tool for informing the goals of the CSCP

26. Program Results • Ensures programs are evaluated for effectiveness and informs decisions related to program improvement • Reflect trends and changes in the data within the context of the entire school and highlight student achievement, success, and challenges across each domain over time • Analysis of Curriculum, Small Group, and Closing-the-Gap Results Reports: demonstrate the effectiveness of program interventions, activities, and informs program improvement

27. Evaluation and Improvement • 4 Components: • Self-analysis of the school counselor relying on the School Counselor Competencies Assessment • Self-analysis of the school counseling program using the School Counseling Program Assessment • Evaluation of the school counselor through the School Counselor Performance Appraisal • Review of program goals

28. Evaluation and Improvement Continued • School Counselor Competencies Assessment Analysis: evaluates the professional activities and expectations outlined in the ACA • Program Assessment Analysis: document 4 critical areas for program evaluation and data-driven implementation: • the strengths of the program • areas to improve • short-range goals for improvement • long-term goals for improvement • School Counselor Performance Appraisal: an evaluation of the school counselor’s performance