Comprehensive
Developmental Guidance
and the ASCA National
Model
Western Massachusetts Counseling
Association
October 24, 2003
John Carey
Center for School Counseling Outcome
Research, UMASS, Amherst
We need to be the change
we want to see happen.
We are the leaders
we have been waiting for.
-Gandhi
Three Phases of Massachusetts
School Counseling Models
ASCA
National
Model
Comprehensive
Developmental
Guidance
Student Services
Student Services Model
► Career
Placement and Humanistic Theory,
Remedial, Problem Orientation
► School Counseling provides services to those in
the most need
► School Counseling operates from Needs
Assessment
► School Counselors use one-on-one counseling
► Counselors are accountable for case loads and
student contacts.
Comprehensive Developmental
Guidance Model
Career Development and Human Development
Theory, Preventative/Developmental Orientation
► School Counseling programs ensure that all
students receive services
► School Counseling Programs Operate from a Local
Curriculum with Academic, Career, and
Personal/Social Domains.
► School Counselors use Individual Planning,
Responsive Services, Guidance Curriculum and
System Support.
► School Counselors are accountable for time spent
on different activities.
►
ASCA National Model
►
►
►
►
►
Human Development Theory and StandardsBased Education
School Counseling programs ensure that all
students achieve academically
School Counseling Programs Operate from a
Curriculum with Academic, Career, and
Personal/Social Domains that is based on ASCA
National Standards and connected to State
Frameworks.
School Counselors use Individual Planning,
Responsive Services, Guidance Curriculum and
System Support
School Counselors are accountable for
measurable changes in academic achievement
and school-related behavior.
Comprehensive Developmental
Guidance
Norm Gysbers
► Developed
in 1970s, adopted by 35+ states
► Guidance as a core educational program not a
set of ancillary support services
► Guidance works to promote development and to
prevent problems
► Guidance works from a formal curriculum that
specifies student learning outcomes
► Guidance is organized to serve all students well
Comprehensive Developmental
Guidance Curriculum
► Student
competencies grouped by domain
(Academic, Career, Personal/Social)
► Student competencies specified by grade
level, K-12
► Used to coordinate guidance activities, K12
► Used to coordinate guidance activities with
academic curricula and classroom
instruction
Comprehensive Developmental
Components
► Curriculum
delivery
 Guidance lessons
 Coordination with academic instruction
► Individual/Family
planning
 Appraisal
 Advising and placement
► Responsive
services
 Crisis counseling
 Referral and follow-up
► System
support
 Duties to be assigned
School Counselor Time Allocation
K-6
Middle
Elementary School
35-45%
25-35%
Curriculum
Delivery
Individual/ 15-10%
Family
Planning
Responsive 30-40%
Services
System
10-15%
Support
High School
15-25%
15-25%
25-35%
30-40%
25-35%
10-15%
15-20%
System Support Gradually
Increases As Counselors Are
Assigned New Tasks
► Lunch
room duty
► Proctoring study halls
► 504s
► MCAS administration
► Counselors attend all IEP meetings
► Student Discipline
Comprehensive Developmental
Guidance Management
► Model
is adopted by district
► Yearly contracting with principals
► Counselors accountable for time spent on
different components
► Counselors accountable for number of
students served
Comprehensive Developmental
Guidance Research Support
►
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►
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Borders, L.D., and Drury, S.M. (1992). “Comprehensive School
Counseling Programs: A Review for Policymakers and Practitioners,”
Journal of Counseling and Development, 70, 487-498.
Lapan, R.T., Gysbers, N.C. and Sun, Y. (1997). The impact of more
fully implemented guidance programs on the school experiences of
High School students: A statewide evaluation study. Journal of
Counseling and Development, 75, 292-302.
Lapan,R.T., Gysbers,N.C., and Petroski, G.F. (2001) “Helping Seventh
Graders Be Safe and Successful: A Statewide Study of the Impact of
Comprehensive Guidance and Counseling Programs,” Journal of
Counseling and Development, 79, 320-330.
Sink, C.A and Stroh, H.R. (2003). Raising achievement test scores of
early elementary school students through comprehensive school
counseling programs. Professional School Counseling, 6, 350-364.
ASCA Model School Counseling
Program (2002)
“ASCA has developed a National Model
for School Counseling Programs to
connect school counseling with current
educational reform movements that
emphasize academic achievement.”
“By aligning the School Counseling
Program with district and school
mission, reform initiatives and school
improvement plans, professional
school counselors are leaders and
partners in systemic change to ensure
equity and access to quality education
and to promote career and
personal/social development for all
students.”
ASCA Model School Counseling
Program (2002)
The model aligns the counseling program with the
school’s academic mission. School Counselors:
Are Leaders in Systemic Change
Ensure Equity and Access
Promote Academic, Career and
Personal/Social Development for ALL
Students
Current Trends in Education
► Standards-based
education reform (clear
standards, rigorous curriculum, supports,
accountability).
► Focus on the power of schools (Edmunds not
Coleman).
► Focus on the achievement gap (systemic not
traditional mental health model).
► Data driven decision-making and accountability.
► Site based management.
► NCLB (No Adult Left Standing)
Historical Problems in School
Counseling Programs (ASCA 2002)
► Lack
of legitimization.
► Lack of consistent identity.
► Variation in role from state to state and district to
district.
► Lack of a basic philosophy and model for practice.
► Increased use of outsourcing for traditional
counseling functions.
► No concrete outcomes or bottom line.
► Too many add-on responsibilities.
► Limited connection to Educational Reform.
Needed School Counseling Changes
(ASCA 2002)
From Counselors who:
►
►
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Focus on good intentions.
Talk about how hard they
work.
Generally feel little need
to change their behavior
or approach.
Use intuition to design
programs and
interventions.
To Counselors who:
Focus on
accomplishments
► Talk about effectiveness.
► Know that their future
rests on continuous
improvement.
► Use data to design and
evaluate programs and
interventions.
►
Needed School Counseling Changes
(ASCA 2002)
From a Program that:
Is student-centered and
serves some students
well.
► Focuses on activities.
► Measures activities.
► Attends to the process of
doing work.
► Works to support and
maintain the existing
system.
►
To a Program that:
Is program-centered and
serves all students well.
► Focuses on outcomes.
► Measures progress
towards goals.
► Attends to goals and
results.
► Works to help the system
adapt and change.
►
Comprehensive Developmental
School Counseling Program
Guidance
Curriculum
Individual
Planning
Career
Development
Outcomes
Academic
Development
Outcomes
Responsive
Services
Personal/Social
Development
Outcomes
School Counseling
Outcomes
National Model School Counseling
Program
Career
Development
Outcomes
Systemic
Interventions
School Counseling
Outcomes
Academic
Development
Outcomes
Individual
Interventions
Personal/Social
Development
Outcomes
School Counseling
Program
Career
Development
Outcomes
Systemic
Interventions
Academic
Development
Outcomes
Individual
Interventions
Strong Evidence
Weak Evidence
School Counseling
Outcomes
Personal/Social
Development
Outcomes
National Model Programs:
► Are
focused on improving academic
achievement and eliminating the
achievement gap.
► Operate from a mission that is
connect with the school district’s
mission and educational reform
agendas.
National Model Programs:
► Operate
from a formal set of Student
Learning Objectives that are
 connected to National Standards
 aligned with State Curriculum
Frameworks
 aligned with district standards
 based on measurable student learning
outcomes
► Are
data-driven and accountable for
student outcomes
ASCA National Model
The ASCA National Model:
Foundation
► Mission
and Goals that are aligned with the
district and school mission
► Measurable Student Learning Objectives
that are aligned with the ASCA National
Standards and connect to State Curriculum
Frameworks
► Beliefs and Philosophy guide program
development, implementation and
evaluation
The ASCA National Model:
Delivery System
► Guidance
Curriculum--structured
developmental lessons connected with
academic areas
► Individual Student Planning--work with
students and families to help all students
develop personal goals and future plans
► Responsive Services--meeting immediate
student needs through crisis counseling,
referral and follow-up
► System Support--activities targeted at
maintaining and enhancing the
educational environment and school
climate
The ASCA National Model:
Management System
► Agreements
with administrations ensure
 effective implementation of the guidance
program
 connection of the program to student needs
 connection of the program to district reform
initiatives and school improvement plans.
► Advisory
Councils of parents, students,
teachers, administrators, and community
members to ensure that the program
initiatives are responsive to needs.
The ASCA National Model:
Management System
► Data-driven
management
 Use of data to plan, monitor, evaluate, and
modify interventions
 Use of data to document how students are
different as a consequence of program
► Day-to
day operation of the School
Counseling Program is monitored and
coordinated through
 Action Plans
 Audits of Time Use
 Use of Master Calendars
The ASCA National Model:
Accountability System
► Yearly
Results Reports, including
quantitative data on student change, are
shared with all stakeholders.
► School Counselor Performance Standards
are used in constructing job descriptions
and in annual performance evaluations.
► Periodic Program Audit is used to ensure
that the Program is targeted at the right
goals and implementing interventions
effectively.
ASCA National Model
Counselors Using Data:
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To describe problems, plan programs, and target
interventions to help students and to change systems.
To measure the outcomes of interventions and modify
interventions based on results.
To account annually for results to constituencies in Result
Reports.
To account annually for results to supervisors in school
counselor performance evaluations.
To periodically evaluate the performance of the school
counseling program.
To demonstrate the impact of school counseling on student
achievement.
ASCA National Model
ASCA (2002)
“The old question was, What do
counselors do?
The new question is, How are
students different because of
what school counselors do?”
Second Annual National School
Counseling Leadership Institute
► Implementing
the ASCA National Model to Help All
Children Succeed
► UMASS Amherst, July 12th thru 16th, 2004
► Judy Bowers
 Guidance Director Tucson Unified School District
 President-elect ASCA
 Co-Author ASCA National Model
► Trish
Hatch
 Guidance Director Moreno Valley Unified School District
 Co-Author ASCA National Model
Second Annual National School
Counseling Leadership Institute
► Learn
the Model
► Learn How to Implement the Model
► Learn Practical Leadership Skills Needed for
Implementation
► Evaluate Potential Implementation Problems
in Your District
► Learn Data-Based Management
► Learn Program Evaluation and
Accountability Skills
We need to be the change
we want to see happen.
We are the leaders
we have been waiting for.
-Gandhi
National Center for School Counseling
Outcome Research
John Carey
Carey Dimmitt
Janine Roberts
Wendy McGannon
Debra Smith
Loren Lauffer
Jim Harrity
http://www.umass.edu/school
counseling/