Implementing ASCA in an Urban School Setting

1. Implementing ASCA in an Urban School Setting Clover Park School District Lakewood, WA.

2. Turning Point Technology ASCA Survey Demo

3. C_U_S_L_R O O N E E E U V U I P U I I H A

4. pumpkin pie : cool whip :: lemon pie: ice cream meringue crust nuts

5. How many years of school counseling experience do you have? 20-30 years 15-19 years 6-14 years 1-5 years

6. Which level do you work with? Elementary Middle/Jr. High High School District Office/Admin

7. How familiar are you with  the ASCA Model? Very Familiar Somewhat Familiar Not at all Familiar

8. How often do you use data results to determine the needs of your students? Frequently Occasionally Not at all

9. Have you implemented any aspects of the ASCA model in your current counseling program? YES NO Planning Stages

10. What is the main barrier you have encountered in implementing the ASCA model? Budget Time Staff Support Management Agreement with Administration

11. Mission Statement The mission of Clover Park School District Counseling Program is to support all students by addressing the academic, career, and personal/social skills necessary to achieve academic success.

12. Demographic Data Clover Park School District is the 22nd largest public school district in Washington State. It encompasses 26 square miles and serves two major military installations. It serves an average of 12,000 students

13. Demographics continues The ethnic ratios are as follows: Asian American�10.0 percent African American.18.3 percent Hispanic����17.7 percent Native American�1.6 percent White�����.46.1 percent Not provided��..1.5 percent Multiracial���..4.8 percent

14. Demographics continues Free /Reduce Lunch... 63 percent Mobility Rate:����... AYP September �October 16 percent.

15. Poverty Challenge

16. Five Steps The five steps (Framework) necessary for implementing ASCA in a school district: Planning the Program Building your Foundation Designing the Delivery System Implementing the Program Making the Program Accountable

17. Planning The Program Asking the essential questions: How will this program prepare students to be College, Career and Citizen ready? How do you change a staff culture of complacency to a culture of believing in all students? How do schools provide a more positive climate for learning? (Lapan, Gysbers, & Sun, 1997).

18. Planning the Program Planning must first be filtered through three systemic components before getting started: Securing commitment Getting organized Assessing your current program

19. Building Foundation Beliefs and Philosophical constructs must have values assigned and measurable outcomes.

20. Designing the Delivery System Clover Park School District provides professional development which addresses the needs of the population. Students, parents and teachers work closely to monitor student learning plans. Over 41% of our student population is Federally connected. This contributes to a high transient population.

21. Designing the Delivery System At some schools guidance curriculum is collaboratively developed and integrated into core content area for classroom instructions/groups. Clover Park School Districts/Schools provides training that meet the needs of its community. The district has developed an elaborative system of support (Supportive Learning Environment) around educational systems.

22. Implementing the Program The Director of Student Services, Elementary and Secondary School Counselors visited ASCA model program sites. Administrators were asked to participate in implementation process to gain buy in. Presentations to the School Board and Superintendents were conducted.

23. Implementing the Program Professional development budget was allocated. District wide focus for implementing ASCA was endorsed by Superintendent. Collection of data and the use of technology are viewed as essential.

24. Making the Program Accountable Data collection: The district is driven by data and has a belief and requires measurable results for program application. The picture painted by educational indicators : Attendance Discipline Academic performance Provides counselors a baseline of measurements for determining program effectiveness

25. District Strategies District strategies which may have a direct correlation to increasing student achievement: Why Try Owelus Hopeology Mentor/tutors After School Programs Partnerships with city and community organizations

26. Drop Out Data

27. Graduation Data

28. Discipline Data

29. Discipline Data

30.  How do we align our program to meet our student needs and what are the schools in Clover Park School District doing?

31. High School

32. High School Demographics Approx. 1200 Students at Clover Park H.S. Approx. 1500 Students at Lakes H.S. American Indian/Alaskan Native 1.6% Asian 13.7% Pacific Islander 2.6% Black 25.6% Hispanic17.9% White 37.9%

33. Demographics Continued� 54% Free or Reduced Lunch 12% Special Education 10% English As Second Language Languages spoken: 60 (within district) 25-30% Military

34. What have CPSD Counselors accomplished to date? We have done a lot in 4 years to build our ASCA foundation

35.  2005-06 ASCA summer training in Bellingham and �Pilot Schools� determined by SSC Director Trish Hatch worked with pilot schools /admin CPSD counselors develop Vision and Mission statements Pilot counselors created power points based on their data and action plans and presented results to peers and school staff

36. 2006-07 All counselors began working towards ASCA elements All counselors presented data to their peers on work they completed School level teams began writing curriculum following CPSD curriculum model

37. 2007-2008 A counseling professional development committee began meeting to set up ASCA related trainings for all counselors Trish Hatch returned for follow-up training Student Services Director and counselors visit Arizona and California to see �ASCA in ACTION� and learn best strategies Sharing of information with Superintendent Team and other counselors

38. 2008-2009 Several Counselors, Administrators, and Student Services Director attended the ASCA conference in Atlanta. H.S. Administrator Purchased 4 sets of Turning Point Technology for counselors Student Services Director and all counselors begin working on a 3 Year Action Plan

39. Step One: Planning the Program Start with your own building and look at what you can implement there!

40. Step Two:Building your Foundation Get Administrative support for the changes you are implementing in your building If possible, get your District Administrator on board so the entire district moves toward ASCA implementation

41. Step Three:Designing the Delivery System High school counselors and administration made big structural changes to improve achievement, improve attendance, and address behavior concerns Changes included: Small Schools and Pathways, Student-Led Conferences, Advisory/Leadership classes, tutoring, summer programs, and mental health counseling

42. Step Four:Implementing the Program H.S. Counselors implemented several classroom guidance lessons and at least one pre/post test in the classroom H.S. Counselors worked on addressing building needs and created Closing the Gap Action Plans H.S. Counselors targeted at-risk 9th graders and started mentoring programs

43. Step Five:Making the Program Accountable Lakes Administration believed that students were not able to access counselors in a consistent manner Counseling program was structured so that all counselors provided same services to each student in 15 minute meetings. One counselor position was cut; Reduced from four to three counselors.

44. Step Five:Making the Program Accountable C.P.H.S. Counselors analyzed pre/post test data and presented results to our Administration C.P.H.S. Counselors analyzed Closing the Gap Action Plan and presented results to our Administration

45. Be PROUD of what you accomplish!

46. Accomplishments Dropout rate reduced from 11.5% to 6.1% from 2002 to 2008 On-time graduation rates improved from 42.5% to 71% from 2002-2008 Note: Negative data is not always bad; Use that information to make changes and be proactive the next year

47. �9th Grade Intervention Results� Grade Point Average: 13% Increase! 1.42 1.64 Number of Failing Grades: 27% Reduction! 63 46

48. Overall Guidance Lesson Results 57% of 9th graders in the intervention group had less F grades 2nd semester 64% of 9th graders in the intervention group raised their GPA during 2nd semester

49. Middle School

50. Demographics Similar ethnic make up compared to district 77% free/reduced 75% military 40% mobility rate (current) School is located in a very isolated community Step 3 AYP

51. Implementation Time Line 2004-05 �2 new counselors, 50% responsive, 50% scheduling 2005-06 � Introduced ASCA to admin, district pilot group began, explored action plans 2006-07 � Wrote action plans for all guidance lessons, began collecting and sharing data, intentional planning for groups based on data 2007-08 � Utilize site council as advisory board, increased visibility and accountability work, achievement focused, time/task analysis 2008-09 � Continue district & school level work

52. Mapping ASCA for Administration

53. Connecting ASCA, School, and District Goals and Initiatives

54. Changes in Implementation Master calendar created and distributed Systematic Guidance curriculum conducted New programs developed based on data �Culture Class� Ongoing new student orientation class Quarterly family orientations Meet with advisory board 3x/year CTAG groups based on data, results shared District 3 year action plan developed

55. Changes in Delivery System Time and Task study for 3 quarters Committed to regular classroom lessons Action plans for department, groups, lessons Results data summary Ongoing comm. with admin Collaborate at school and district levels � �what do all students need?�

56. Changes in Accountability Results and summary reports shared with advisory board CTAG group results shared Seek out opportunities for prof. dev. Data based student interventions Seek feedback and trouble shooting from advisory council Department brochure created

57. Impact at Woodbrook All students receive Culture Class in September All new students get 10 hours of Culture Class School wide behavior system implemented WAC New focus on student interventions vs. reactions 9 weeks of test management eliminated (Yahoo!)

58. �Ah ha�s� Process is valuable learning. On-going �are you ever done? The needs of my school change every year � due to _____? we are constantly playing catch up to meet new needs. Intentionality of collaboration � MAKE time! Focus on what you have control of. Start where it makes sense to you, they are all pieces of a whole. What you find may create discomfort or more work.

59. Elementary School

61. The three year plan Implement one action plan in each of the 3 domains: Career Academic Personal/Social Implement one responsive services small group

62. Focusing on the student achievement data Attendance Discipline Academic performance

64. Beginning and beyond Initial steps advanced

65. �baby steps� Small group example Take data (pre and post) focusing on student achievement improving attendance reducing behavior infractions improving academic performance i.e. 4th grade WASL scores

66. Academic domain Classroom example Test taking strategies 3rd grade homerooms Meet with your instructional leaders

67. Add a pre and post test to an existing lesson

68. Personal/social domain EMOTIONAL BINGO Vocabulary pre and post test of feeling words Western Psychological Services

69. More �baby� steps� Keep your own quarterly data of interventions Cosmeo.com � videos that address variety issues includes pre and post tests Check out Trish Hatch�s site often for ideas Review your schools performance on standardized test � choose one and implement a plan for improvement

70. Refining your program S-t-r-e-t-c-h to include all domains Publish your schedule/calendar Staff, students, families Advisory council Leadership team Principal Agreement

71. It�s a work in progress�

72. The time for change is We can wait no longer. School counselors all over the nation are being cut out of funding sources. READ SLIDEWe can wait no longer. School counselors all over the nation are being cut out of funding sources. READ SLIDE

73. Give yourself permission to make mistakes Keep cheerful attitude But just DO it!!!

74. All this will not be finished in the first one hundred days. Nor will it be finished in the first thousand days, nor in the life of this administration, nor even perhaps in the lifetime of this planet. John F. Kennedy

75. �We need to be the change we want to see happen. We are the leaders we have been waiting for.� � Gandhi Gandhi's words are well taken here � no longer can counselors wait for others to to lead us � WE are the leader WE have been waiting for � it is time for school counselors to demonstrate their effectiveness and to use their skills to become integral partners in the overall programs for student success. Gandhi's words are well taken here � no longer can counselors wait for others to to lead us � WE are the leader WE have been waiting for � it is time for school counselors to demonstrate their effectiveness and to use their skills to become integral partners in the overall programs for student success.

77. Contact Info Edward Judie, Director of Student Services 253-583-5515, ejudie@cloverpark.k12.wa.us Daniel Million, Clover Park High School 253-583-5524 dmillion@cloverpark.k12.wa.us Angie Swaim, Lakes High School 253-583-5587 aswaim@cloverpark.k12.wa.us Susie Sarachman, Woodbrook Middle School 253-583-5460 ssarachm@cloverpark.k12.wa.us Karen Reynolds, Evergreen Elementary 253-583-5250 kreynolds@cloverpark.k12.wa.us