CHRISTOPHER BELSER, M.ED, NCC KELLIE HARGRODER, M.ED., ED.S .

1. UNDERSTANDING THE ASCA MODEL AND HOW TO IMPLEMENT IT IN YOUR SCHOOL CHRISTOPHER BELSER, M.ED, NCC KELLIE HARGRODER, M.ED., ED.S.

2. Three domainsof competence • Academic • Personal/Social • Career

3. The ASCA National Model Advocacy Leadership Collaboration Systemic Change

4. Indirect Services Direct Services Evaluation foundations Comprehensive, Developmental Programs

5. Foundation & Management • Program Mission & Philosophy • Needs Assessments • Surveys • Interviews • Focus Groups • Critical Data Element Review • Advisory Committee • Annual objectives and goals

6. Direct Services to Students • Small Group Counseling • Study Skills • Anger Management • Self Esteem • Social Skills • Grief / Loss • Crisis Intervention • Suicide Intervention • Child Abuse / Neglect • Appropriate referrals • Large Group Guidance • Study Skills • Peer Relationships • Test Prep • College / Career Readiness • Individual Counseling • Academic Advising / Counseling • Personal / Social Issues • Career Assessment / Planning

7. Indirect Services for Parents/Teachers • Parent Workshops • Talking to your child about college & careers • Helping your child prepare for tests • Recognizing signs of depression • Preparing your child for high school • Faculty In-Service Training • Emotional/behavior disorders in the classroom • Infusing career development into the curriculum • Mandatory child abuse reporting • Consultation • Participation on SBLC Teams • Process Observation

8. Program Evaluation • Revisiting program goals • Measure Student Competencies from standards based domains • Review Critical Data Elements • Create Plan to Address areas of Need and continue to capitalize on strengths • Program Audit (from ASCA Model Workbook)

9. The Role of the Principal in Counselor Evaluation Although the principal is responsible for evaluation, they may be unsure of how to accurately assess the work of the counselor (particularly in regard to specialized skills) Historically counselor evaluation was limited to classroom presentations, limiting evaluation to a minor skill set Principals may not be aware of other, more accurate ways to evaluate, especially within contemporary frameworks Louisiana Compass Rubric for Professional School Counselors

10. Changes to 3rd Edition Focus on Data: • Using data to drive programming: • Achievement Data: (retention rate, graduation rate, standardized test scores, GPA, etc.) • Behavioral Data: (discipline referrals, suspensions, attendance, etc.) • Demographic Data: (ELL/ESL students, SES, overage population, etc.) • Using data to measure program results: • Process Data: Answers “What did you do for whom?” • Perception Data: Answers “What do people think they know, believe, or can do?” • Outcome Data: Answers “How are students better or worse because of a counseling program intervention?”

11. Changes to 3rd Edition • New Assessments: • School Counselor Competencies Assessment • Appendix H: 12-page checklist • School Counseling Program Assessment • 4-page audit: Criteria for each part (No, In progress, Yes) • Use of Time Assessment • Time chart • Goal is at least 80% in direct/indirect services, 20% in program management and “other duties.”

12. Changes to 3rd Edition • New Tools (w/ tips for interpreting them): • Annual Agreement • Provides program goals, use of time, and other specifics about the counselor’s role • School Data Profile • Helps keep track of demographic, academic, behavioral, etc. information for whole school • Action Plans • Core Curriculum • Small Group • Closing-the-Gap

13. Goals VS Objectives • Goals: Broad, generalized statements, they are abstract and general principles that guide decision making • Objectives: Specific, measurable steps that can be taken to meet a goal

14. Clearly Written Goals and Objectives: • Defines WHAT you will do • Provides a link between your performance and how you will be evaluated • Guides the design of curriculum and direct services • Success is measurable if you have stated what you are going to do on the front end

15. THE ABCD Method of Writing Objectives Audience Behavior Condition Degree Example: At the completion of a classroom lesson, 90% of juniors will be able to identify differences between TOPS & Graduation requirements.

16. THE ABCD Method of Writing Objectives Audience- Behavior- Condition- Degree of Mastery- Example: At the completion of a study skills unit, 75% of 6th graders will be able to identify at least three strategies for homework completion.

17. Choose Your Goals and Objectives Based on Data • Your program should have 3 main, overarching goals: • Career • Academic • Personal/Social • You should have 3 objectives per goal

18. Annual Evaluation—What do you do if you achieve your goals? • If you achieved the goal too easily, make your next goals harder. • If the goal took a dispiriting length of time to achieve, make the next goals a little easier. • If you learned something or if circumstances change, then you may need to change future goals/objectives. • If you noticed a deficit in your skills despite achieving the goal, decide whether to set goals to fix this.

19. What does this process look like? • Critical Data: Teacher focus group and promotion/retention data reveal a need for academic support for 6th graders. • Goal: Increase 6th grade promotion rate by 5% (from 65% to 70%) • Objective: At the completion of a study skills unit, 75% of 6th graders will be able to identify at least three strategies for homework completion • Direct Service: Study Skills unit via large group guidance lesson using the S.O.A.R. Study Skills Curriculum. • Evaluation: Pre/Post-test • Annual Evaluation: Reviewing promotion/retention rates for 6th graders

20. Can you think of 1 area of need and 1 direct service that would address that need at your school?

21. Linking the model to RTI • Tier 1 = Classroom Guidance Curriculum • Targets whole population • Based on ASCA Standards • Ex: Recognizing, Responding, & Reporting Bullying • Tier 2 = Small Group Counseling • Targets at-risk students • Those whose needs can’t be met in Tier 1 • Focuses on specific issues • Ex: Adaptive Social Skills; Self Esteem • Tier 3 = Individual Counseling / Outside referrals • Targets strongly at-risk students • Those whose needs can’t be met in Tiers 1 and 2 • Ex: Individual approach to coping skills & self esteem; behavior intervention planning; CSoC Referral

22. Linking the model to RTI • Tier 1 = Classroom Guidance Curriculum • Ex: Study Skills Unit • Tier 2 = Small Group Counseling • Ex: Collaborative Strategic Reading groups • Tier 3 = Individual Counseling / Outside referrals • Ex: Individual Academic Action Planning (Homework/Classwork tracker); SBLC referral

23. RTI & School Counseling 5-10% Individual Counseling / Outside Referrals 5-10% Severe Academic Deficits & Behavioral Concerns 10-15% Students with some risk factors 10-15% Small Group Counseling 75-85% General Education Curriculum & Schoolwide PBIS 75-85% Comprehensive Guidance Curriculum & Schoolwide Programming

24. Marketing model to principal • Comparing model to compass rubric • Help them understand the components of both • Looking at research data • ASCA Model promotes positive outcomes in academics and behavior • Link the model to RTI • Allows you work with prevention and intervention, rather than paper-pushing • Examining school counseling data • Prove your effectiveness and the school’s needs

25. How can you market the asca model to your principal?