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
TIPS FOR GETTING STARTED

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
ASCA NATIONAL MODEL







Proactive
Developmental
Team Approach
Student Centered
100% Program
Articulated K-12
Comprehensive, not Ancillary
ASCA NATIONAL MODEL
Paradigm shift for School
Counselors
 Creates a Vision
 Standards Based
 Qualified, Professional
Counselors

COMPREHENSIVE APPROACH





Framework for organization of
program
Step-by-Step process to make
transition
Time Management System
Student Standards
Evaluation Procedures -Accountability
Elements of the National
Model
Foundation
 Delivery System
 Management Systems
 Accountability

Foundation
Beliefs & Philosophy
 Mission Statement
 Standards for students
-academic
-career
-personal/social

ASCA pages 27-37
Workbook pages 4-6
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
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
National Standards
Academic
Career
Personal/Social


Audit, page 112
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
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)

Delivery System
Guidance Curriculum
 Individual Planning With
Students
 Responsive Services
 System Support


ASCA Page 39
Audit Page 112
Workbook page 7
Guidance Curriculum
Structured lessons delivered to
all students
 Related to standards and
competencies
 Integrated with academic
curriculum


ASCA Page 40
Audit Page 112
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?
Using Data to Develop Curriculum

1.
2.
3.
4.

Workbook page 13-16




Environmental issues
Discipline Records
Student Records
Standardized Test Scores
Work in groups to study and fill in chart on
page 15 or 16. Share with group.
Guidance Curriculum
Suggested Time Distribution
Elementary
School
Counselor %
of Time:
Middle School
Counselor %
of Time:
High School
Counselor %
of Time:
35%-45%
25%-35%
15%-25%
ASCA Page 55
Gysbers & Henderson,
2002
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
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
Individual Planning
Suggested Time Distribution
Elementary
School
Counselor %
of time:
Middle School
Counselor %
of time:
High School
Counselor %
of time:
5%-10%
15%-25%
25%-35%
Gysbers & Henderson,
2002
Responsive Services
Designed to meet students’
immediate needs
 Individual, group, and crisis
counseling
 Consultation, referral,
mediation, information


ASCA Page 42
Audit Page 114
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

Responsive Services
Suggested Time Distribution
Elementary
School
Counselor %
of Time:
Middle School
Counselor %
of Time:
High School
Counselor %
of Time:
30%-40%
30%-40%
30%-40%
Gysbers & Henderson,
2002
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
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.
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
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
System Support Suggested
Time Distribution
Elementary
School
Counselor %
of Time:
Middle School
Counselor %
of Time:
High School
Counselor %
of Time:
10%-15%
10%-15%
10%-15%
Gysbers & Henderson,
2002
Time and Task Analysis
1.
2.
3.
4.
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 910)
Gradually eliminate non-guidance
activities.
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.
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.
Management Systems
Management Agreements
 Advisory Council
 Use of Data
 Action Plans
 Calendars


ASCA Page 45 & 101-103
Workbook 21
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
Management Agreement





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
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

Advisory Committee




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
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




Student-achievement Data:





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.
Achievement Related Data





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
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
How to Disaggregate Data




Gender
Ethnicity
Socio-economic
status (lunch)
Career Tech track




Language spoken at
home
Special Education
Grade level
Teacher
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


Data Over Time
Measures 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
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
School Guidance Curriculum
Action Plan contains




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


Closing the Gap Action
Plans contain



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
Calendars

Master calendar
Weekly calendar
Published
Ensures planned activities are
completed
PR tool

ASCA Page 57




Audit Page 118
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




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
Accountability
Results reports
 School counselor performance
and evaluation
 Program audit

ASCA Page 59
Audit Page 119
Results Reports



Ensure programs are implemented,
analyzed for effectiveness, and
changed/improved as needed
Shared with stakeholders
Immediate, intermediate, and longrange results
ASCA Page 59
Audit Page 119
TUSD Page 60
Elementary Results Agreement
Tucson Unified School District

TUSD Handbook – Page 60
Standards for the Academic Domain
All elementary counselors will teach
these three as minimum competencies
Each grade level has it’s own
competencies/objectives
Look at results report

Developed by TUSD elementary counselors and Karen Ward.




Middle School/High School RR
Sunnyside High School





Crosswalked NOICC and ASCA National
Standards
Picked curriculum to teach the
competency for each grade
Complete for all three domains
Scheduled the presentations on the
master calendar
Richard Montano, Sunnyside High School, Tucson, Az.
School Counselor
Evaluation
Basic standards of practice
 Administrator evaluation
 Self Evaluation


ASCA Page 62
Audit Page 120
TUSD Page 73
Counselor Performance
Evaluation






Standards for 12 elements of model
Standard 13 includes the 4 themes
Yes/no
Comments to indicate strengths or
recommendations
Can be expanded to coordinate with
school district evaluation
ASCA Page 62
TUSD Page 73
Program Audit
Guide future program decisions
 Improve student results
 Evidence of alignment with
ASCA’s National Model


ASCA Page 119
When To Use the Audit


Complete to
determine how your
program aligns with
the ASCA Model.
Determine what
areas need to be
added or improved.


Use as a guide in
building your
district/state model.
Assess yearly as
program is being
built.
What Does Audit Tell Us?




Major strengths of the program
Areas that need to be strengthened
Categories rate progress of each criteria
and show where work needs to be done
Short and long range goals for
improvement are determined
Themes





Leadership
Advocacy
Collaboration
Systemic Change
Talk at your table and come up with a
definition for one of the themes.
Leadership
System-wide change
 Collaboration
 Modeling
 Academic achievement

Advocacy
Identify/be aware of student
needs
 Ensure needs are met
 Remove barriers to learning
 Remove system barriers

Collaboration & Teaming
Common goals
 Within school & outside of
school/district
 Resource to students & other
stakeholders

Systemic Change
Use of data
 Assess current
situation/conditions
 Advocate for change
 Build partnerships

Getting Started

1.
2.
3.
4.
5.

ASCA Page 69 Steps to Implementation




Planning
Building the Foundation
Design the delivery system
Implement the program
Making the program accountable
1. Planning






Establish leadership
Commitment to action
Steering committee
Gain administrative and board support
Assess what is currently working
Identify the changes and additions from
current program to ASCA model
2. Building the Foundation







Needs assessment data
School/student data
Identify current strengths & areas of
improvement
Discuss beliefs about students & learning
Write philosophy, mission statement,
standards, competencies, & indicators
Determine program priorities
Assign standards & competencies to grade
levels
3. Designing the Delivery System






Determine time allotments for each
component
Develop action plans
Identify the guidance curriculum to be used
Determine the data that will be collected
Decide which counselors will perform which
activities
Rally administrative support
4. Implementing the program
Setting up the program
 Working the program
 Promoting the school
counseling program

Setting Up the Program



Establish program budget
Pre-conditions: equal access, adequate
budget/resources, collaborative effort,
administrative support, state
leadership/technical support
Complete management agreement
forms
Working the Program






Master planning calendar
Time allocations
Weekly and monthly planning calendars
Professional development activities
Implement curriculum activities at each
grade
At least one closing the gap activity
Promoting the School
Counseling Program




Develop a program brochure
Present the program to school staff
Develop a web site
Present the program to the
governing board for official
approval
5. Accountability
Monitor program results
 Monitor counselors’ growth
and performance
 Monitor students’ progress

Monitor Program
Results





Program results reports
Evaluation standards and indicators
Review audit results for
improvement ideas
Use results for programmatic
decisions
Assess counseling team
Monitor Students’
Progress




Student mastery of selected
competencies
Impact of school counseling program on
action plan goals
Impact of program on school-wide
goals: achievement, attendance
Share results reports with stakeholders
Making the Transition





Start slow
Celebrate accomplishments
Expand leadership base
Expect challenges/develop
strategies to overcome barriers
Develop and model trust
Making the Transition




Student/counselor ratios
Develop counselor job descriptions
Develop job descriptions for other
counseling staff members
Establish budget and other
resources
Other Sections of Model





ASCA Ethics and resources
Glossary
References used in Model
State and National Models send to be
reviewed
Suggested readings
Coming on next printing

Endorsements from supporting
organizations.
Thank You!!!!




Thank you to Kim and Judy for their
work on the presentation.
Kim Holaway, Marana Unified School
District, Tucson, Az
Judy Bowers, Tucson Unified School
District, Tucson, Az
Feb. 2003