Accountability Made Easy: Ensuring Effective Practices in Career Development

Virginia Career VIEWVSCA 2014

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Where are you now?

• What does accountability mean to you?

• Has your school system implemented any accountability measures for school counselors?

• Do you know what RAMP-Ready means and what the components of being RAMP-Ready are?

• What are your questions or concerns?

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A breakdown of accountability

• What is ASCA’s (American School Counselor Association)’s National Model?

• What is RAMP (Recognized ASCA Model Program)?

• Research

• Research behind RAMP: Study 1

• Virginia Counselors: Study 2

• What are the requirements to be RAMP-Ready?

• Using VIEW Resources as part of the process

• RAMP-Ready Strategies

• Group Activity

• Discussion

As we will refer to it in this workshop session

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Purpose of a National Model

• School counseling programs are collaborative efforts benefiting students, parents, teachers, administrators and the overall community.

• School counseling programs should be an integral part of students' daily educational environment, and school counselors should be partners in student achievement. 

• "How are students different as a result of what school counselors do?" vs. "What do school counselors do?”

• To help answer this question, the American School Counselor Association (ASCA) created the ASCA National Model®, which is a framework for a comprehensive, data-driven school counseling program. 

Four Quadrants of the National Model

Foundation School Counseling Programs:

- focus on student outcomes

- teach student competencies

- are delivered with identified professional competencies

DeliverySchool Counseling Programs:

- provide direct student services

- provide school counseling core curriculum

- provide individual student planning

- provide responsive services

- Provide indirect student services

ManagementSchool Counselor assessments and tools

include:

- School counselor competency and school counseling program assessments

- Use-of-time assessment

- Annual agreements

- Advisory councils

- Use of data

- Curriculum, small-group and closing-the-gap action plans

- Annual and weekly calendars

Accountability“To demonstrate the effectiveness of the

school counseling program in measurable terms, school counselors analyze school and school counseling program data to

determine how students are different as a result of the school counseling program. School counselors use data to show the

impact of the school counseling program on student achievement, attendance,

attendance and behavior and analyze school counseling programs to guide future action and improve future results to all students.

The performance of the school counselor is evaluated on basic standards of practice

expected of school counselors implementing a comprehensive school counseling

program” (ASCA, 2008).”

ASCA National Model

ASCA (2008). http://www.ascanationalmodel.org/. Accessed 29 September 2014.

To learn more, visit www.ascanationalmodel.org

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RAMP= Recognized ASCA Model Program

• Is based on the ASCA National Model.

• Is a recognition program for individual schools, not districts or school counselors.

• Gives you the confidence that your program aligns with a nationally accepted and recognized model.

• Helps you evaluate your program and areas for improvement.

• Increases your skills and knowledge.

• Enhances your program's efforts to contribute to student success.

What does RAMP mean?

ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp. Accessed 9 September 2014.

R - A -M -P -

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How are students different because of what school counselors do?

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RAMP= Recognized ASCA Model Program

• STEP 1: Review the basics of RAMP

• STEP 2: Understand the requirements of each component

• STEP 3: Complete the online application

• STEP 4: Upload the signature page

• STEP 5: Pay online

• STEP 6: Review submission

What does it mean to be RAMP-Ready?

ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp/application-process. Accessed 29 September 2014.

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Research Behind RAMP (Recognized ASCA Model Program)

• Study: An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools

• Conducted in 2008, by Christine A. Ward • Focused on elementary schools

• From 2003-2008

• Two-part study:

• Student achievement data

• Counselor survey administered

• School counselors’ perceptions of changes in student achievement (grades, retention rates, behavior, motivation, etc.)

Ward, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9 September 2014.

Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).

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Research Behind RAMP cont’d• Findings

• Student Achievement –

• These factors were significantly higher

• Overall student achievement

• Attendance rates

• Third-grade reading achievement

• Third-grade, low-income student reading achievement

• Additionally,

• Reading achievement gap decreased by 12% (from year prior to receiving RAMP designation)

• State reading achievement gaps increased 6%

• RAMP schools’ math achievement scores higher (not significant)

Ward, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9 September 2014.

Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).

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Research Behind RAMP cont’d• Findings

• Counselor Survey

• Positively affected student performance on classwork, homework, GPA and motivation to succeed

• Positively affected disciplinary referral rates, absences and tardies, parent involvement and support

• Additionally,

• Counselors observed changes in ways that cannot be measured with achievement data

• They noticed increases in:

• Students’ abilities to understand and manage feelings

• Number of individuals benefiting from counseling services

• Students’ conflict-resolution skills

• Students’ studying/test-taking skills

• Students’ abilities to accept individual responsibility

• Students’ knowledge of career and post-secondary education opportunities

• Improvement in school climate

• Decrease in students’ bullying behaviorWard, C. A. (2010). RAMP and Student Achievement. http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement. Accessed 9 September 2014.

Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No. 3401416, Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/89238070?accountid=14826. (89238070).

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Related Research

Study: The impact of elementary career development practices and elementary school counselor self-efficacy

• Conducted in 2012, by Michele G. Seibert

• Survey sent to 1178 elementary school counselors in Virginia via email

• 387 responders met criteria for the study (full or part-time elementary school counselor in 2010-2011)

• 1/3 of elementary school counselors in Virginia represented in the study

Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via email communication.

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Related Research cont’d• Findings (highlighted as pertaining to this discussion)

• What Activities are being used by Counselors with the Highest Self Efficacy?

• Used online career exploration programs

• Informed parents of career development school counseling standards

• Informed teachers of ways to incorporate career development into the classroom (Seibert, 2013)

• Top 3 Career Activities conducted by counselors indicating “all standards were met”

• K-3: classroom career exploration (101), using print materials (98), completed online career exploration programs (82)

• 4-5: classroom career exploration (106), using print materials (99), completed online career exploration programs (89)

• Summary: Classroom career exploration (90.59%), using print materials (84.21%), completed online career exploration programs (66.76%)

Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via email communication.

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Related Research cont’d• Career Development Standards

• K-3: 70.113% of Virginia K-3 School Counselors believe they met 50% or more of the standards

• 4-5: 68.2% of Virginia 4-5 School Counselors believe they met 50% or more of the standards

• Implications• Approximately 30% of Virginia elementary school counselors may not actively pursue the goal to

meet career development standards.

• School counselors may not be held accountable for meeting state standards for career development (affecting transition to the middle school)

• Results of the study assist counselor educators to prepare students to meet the state and national standards in particular for career development at the elementary level.

Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via email communication.

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According to School Counselor Magazine:

Your Program:

• Has measurable goals that tie into the school’s goals

• Has administrator support

• Has an advisory council dedicated solely to the school counseling program that includes all the stakeholders

• Has annual and weekly calendars that reflect the suggested use of school counselor time

Your School Counselors:

• Create a yearly classroom guidance action plan and regularly deliver classroom guidance lessons tied

into program goals

• Regularly deliver small-group lessons based on students’ and the school’s specific needs

• Regularly collect process, perception and results data on all areas of the program

• Analyze and evaluate the data to guide the program

• Identify achievement and learning gaps and develop interventions to address the gaps

• Regularly evaluate and reflect on the program and how leadership, advocacy and collaboration efforts

have an impact on

systemic change in your school and district

What are the requirements to be RAMP-Ready?

ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp. Accessed 9 September 2014.

ASCA (2014). School Counselor. http://schoolcounselor.org/magazine/blogs/july-august-2010/is-your-program-ramp-ready. Accessed 29 September 2014.

What are the requirements?

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RAMP Application Componentsincluding hyperlinks to rubrics

• Vision

• Mission

• Program Goals

• Student Standards

• Annual Agreement

• Advisory Council

• Calendars

• Core Curriculum: Action Plan and Lessons

• Core Curriculum: Results Report

• Small Group Responsive Services

• Closing-the-Gap Results Report

• Program Evaluation Reflection

ASCA (2008). http://www.ascanationalmodel.org/learn-about-ramp/application-process. Accessed 9 September 2014.

MY RAMP APPLICATION

FILES

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RAMP-Ready Strategies

• Be intentional

• Think long-term

• Be patient

• Take ownership

• Follow through and follow up

• Collect and use your resources

• Be confident

RAMP-Ready…

what are some

strategies?

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Parent/Family Barriers

Teacher/Instructional Barriers

Parent/Teacher Interaction Barriers

Student Barriers

School/Educational System Barriers

Perceived Resources for School Success Barriers

Internal: beliefs students and

parents have about school or

community Student self-efficacy, previous

student experiences, parent

school experiences, parents

feeling welcome/unwelcome in

the school External: socio economic status,

immigrant/minority status, language

Internal vs. External

Consider:Barriers to Career Development

To learn more, check out VIEW’s Barriers Toolkit

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VIEW Resources • Career development standards checklist, basic and detailed; available

in print and PDF form for easy entry

• Postcards to document resources shared with teachers and to request feedback

• VIEW Teacher Guides (elementary and middle versions) to engage teachers in career development

• Student feedback forms• Student perceptions of resources (elementary and middle

versions)• Motivation – pre/post survey via

MUSIC Model of Academic Motivation Inventory; for more on the MUSIC Model, visit Dr. Brett Jones’ VT MUSIC Model website.

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VIEW Resources cont’d• Strategic Resource Booklet

• Guides and Grids• Counselor Standards (elementary and middle)• Standards of Learning (elementary)• Guide to Activities by Career Cluster

• Academic and Career Plan Guides• Parent• Educator

• Career Town, Career Town Resource Guides

• Printable Activities (elementary and middle)

• Kids Search, Who R U

• Outreach Resources

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Other Resources

• ASCA Scene: Online forum

• ASCA Webinars

• ASCA Books

• List of Virginia Ramp Recipients

• Blakely, C. D. (2009). Effectiveness of school counselor supervision: Trainees utilizing the ASCA model. ProQuest, UMI Dissertations Publishing).

• Dollarhide, C. T., & Saginak, K. A. (2008). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Pearson/Allyn and Bacon.

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Recommended Activity: Case Study (on your own time)

1. Go to http://www.schoolcounselor.org/.

2. Click on the ASCA National Model/RAMP link on the left side of your screen.

3. Click on the Learn About RAMP tab.

4. Click on RAMP Resources on the left side of your screen.

5. Click on Examples of Outstanding RAMP applications.

6. Choose 2 schools to study. Consider:

• How is each school similar to and different from your school regarding barriers and makeup?

• What were the strengths of each application?

• What do you think could have been improved in their application?

• Summarize: What are your “takeaways”?

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Emily Fielderfieldere@vt.edu