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Overview
The
American School Counselor Association (ASCA)
has collaborated to create a
National Model for School Counseling Programs
to connect school counseling with
current educational reform movements
that emphasize student achievement and success.
How we got here…
• March 2001, ASCA Governing Board passed a motion to develop a National Model
• June 2001, Summit I met in Tucson, AZ• Nov./Dec. 2001, reviewed by school counselors and
Summit participants• May 2002, Summit II held, in Washington, DC • June 2002, Release of ASCA Model at conference
RationaleBy aligning a counseling program with the school’s mission and school improvement plan, professional school counselors:
• partner as leaders in systemic change
• ensure equity and access
• promote academic, career and personal/ social development for every student
“We need to be the change we want to see happen.
We are the leaders we have been waiting for.”
– Gandhi
Historical Problems in School Counseling Programs
• Lack of legitimization• Lack of consistent identity• Limited or no involvement in reform
movements• Variation in roles from state to state
and site to site• Non-school counselor responsibilities
Historical Problems in School Counseling Programs
• Lack of legitimization• Lack of consistent identity• Limited or no involvement in reform
movements• Variation in roles from state to state
and site to site• Non-school counselor responsibilities
Varied and Conflicting Approaches
• Vocational counselors vs. Mental Health counselors
• Directive vs. Non-directive
• Individualized services vs. Comprehensive program
• Pre-service training varies as do administrative expectations
Attempts to Unify the Profession
• Gysbers & Henderson’s comprehensive programs
• Johnson & Johnson's results-based guidance
• Myrick’s planned developmental guidance
Historical Problems Have Continued
• Lack of basic philosophy
• Poor integration
• Insufficient student access
• Inadequate guidance for some students
• Lack of counselor accountability
• Failure to utilize other resourcesSource: From Gatekeeper to Advocate. Transforming the Role of the School Counselor, Hart, P.J. & M.
Jacobi (1992)
School administrators, parents with special interests, teachers
or others may feel their agenda ought to be the school counseling
program’s priority. The results often lead to confusion and criticisms when they are disappointed.
(Carolyn Maddy Bernstein, 1995)
When schools fail to clearly define the counselor’s role...
Trends in Education• Education reform movement• Accountability• Standards-based movement• High-stakes testing• Achievement gap – equity and access• Block grants• Emphasis on improving school safety• Vouchers• Performance, not entitlement
Current School Counseling Trends
• ASCA’s National Standards for School Counseling Programs
• Transforming School Counseling Initiative (Education Trust – Dewitt Wallace)
• Increased number of state models• Results-based school counseling• Legislation for school counseling programs• ASCA’s National Model
The old question was…
“What do counselors do?”
The new question is…“How are students different because of the school counseling program?
From Entitlement… to PerformanceFrom a program that:• Focuses generally on
the number of activities
• Measures the amount of effort
• Attends to the process of doing work
• Works to maintain the existing system
To a program that:• Focuses on outcomes
and improved results
• Measures impact related to goals
• Attends to goals, objectives, and outcomes
• Changes and adapts to be more responsive
Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43
From Entitlement… to Performance
From counselors who:• Focus on good
intentions
• Talk about how hard they work
• Generally feel little need to change their behavior or approach
To counselors who:• Focus on
accomplishments• Talk about effectiveness
• Know their future rests on accomplishments
• Communicate goals and objective
Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43
Implications
• What is the purpose of the school counseling program?
• What are the desired outcomes or results?
• What is being done to achieve results?
• What evidence is there that the objectives have been met?
• Is the program making a difference?
School Counseling Programs Are About
RESULTS.
How are students different as a result of the school counseling program?
We Exist To Effect Change In Students:
Acquire Improve
• Knowledge
• Skills
• Positive Attitude
• Attendance
• Behavior
• Academic Achievement
Paradigm Shift
From:
To:
Not only monitoring process and measuring services delivered
Focusing also on and measuring the results of our programs and services
Foundation
• Beliefs and Philosophy• Mission• Domains:
Academic Development Career Development Personal/Social Development
• ASCA National Standards and Competencies
Delivery System
• School Guidance Curriculum
• Individual Student Planning
• Responsive Services
• System Support
Management System• Agreements• Advisory Council • Use of Data
– Monitoring Student Progress– Closing the Gap
• Action Plans– Guidance Curriculum– Closing the Gap
• Use of Time • Calendars
Management System• Management Agreements• Advisory Council • Use of Data
– Monitoring Student Progress– Closing the Gap
• Action Plans– Guidance Curriculum– Closing the Gap
• Use of Time • Calendars
Accountability
• Results Reports– Impact Over Time
• School Counselor Performance Evaluation
• The Program Audit
Academic Development
ACADEMICCareer
Personal/ Social
1. Guidance Curriculum (HS)• Developing Academic 4/6
year Plans • Promotion/Retention Criteria• Organization, Study and
Testing Taking Skills• Registration, College and
High School Graduation Requirements
• Post High School Options• Transition into the Real
World
Academic Results Goal Setting (K-5)
After classroom guidance lessons pre-post tests indicated…
• student knowledge of goal setting increased from 10% to 98%10% to 98%
• 90%90% achieved their identified goal
ACADEMICCareer
Personal/ Social
Personal/Social ResultsConflict Resolution (K-5)
• Number of students who could
peacefully resolve a conflict increased
from 55% to 88%55% to 88%
• Following implementation of a Conflict Manager program the number of suspended students was reduced from 13%13% in 97/98 to 3%3% in 01/02.
Academic Career
PERSONAL/ SOCIAL
Academic Results Interventions (6-8)
After Academic Counseling Groups:
• 37% of 637% of 6thth graders (64) graders (64)
• 24% of 724% of 7thth graders (47) graders (47)
• 72% of 872% of 8thth graders (46) graders (46)
Demonstrated GPA improvement
ACADEMICCareer
Personal/ Social
Academic Results Interventions (6-8)
Students on retention list:
• 6th - 816th - 81
• 7th - 73 7th - 73
• 8th - 1038th - 103
Students who came off retention list:
• 6th - 276th - 27
• 7th - 227th - 22
• 8th - 238th - 23
72 students avoided retention
Pre: Post:
ACADEMICCareer
Personal/ Social
• At one site the number of students resolving conflicts with the help of peer mediators increased from 0 to 346increased from 0 to 346
• At another site, the number who took advantage of peer mediation increased increased from 47 to 149from 47 to 149
Academic Career
PERSONAL/ SOCIAL
Personal/Social ResultsConflict Resolution (6-8)
Career DevelopmentCanyon Springs High School
• In the last three years the number of students visiting the career center has increased from 30 to over 20030 to over 200 students per day.
• Parent attendance at evening guidance events has increased from 150 to 500150 to 500 parents
• Scholarship dollars for students increased from $750,000 to $825, 000$750,000 to $825, 000
• Finally, graduation rates have improved from
84 % to 89%84 % to 89%
AcademicCAREER
Personal/ Social
Next Steps
• ASCA Rollout of National Model at the Miami Conference with a panel of national experts
• Multiple training sessions held• Draft copy available to everyone • Comments and suggestions welcomed• Final edition available early 2003
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 our lifetime on this planet.
– John F. Kennedy
But let us begin.