Comprehensive Comprehensive Developmental Developmental

Guidance and the ASCA Guidance and the ASCA National ModelNational Model

Western Massachusetts Counseling Western Massachusetts Counseling AssociationAssociation

October 24, 2003October 24, 2003John CareyJohn Carey

Center for School Counseling Center for School Counseling Outcome Research, UMASS, AmherstOutcome Research, UMASS, Amherst

We need to be the changeWe need to be the change

we want to see happen.we want to see happen.

We are the leadersWe are the leaders

we have been waiting for.we have been waiting for.

-Gandhi-Gandhi

Three Phases of Massachusetts Three Phases of Massachusetts School Counseling ModelsSchool Counseling Models

ASCANationalModel

ComprehensiveDevelopmental

Guidance

Student Services

Student Services ModelStudent Services Model

► Career Placement and Humanistic Theory, Career Placement and Humanistic Theory, Remedial, Problem OrientationRemedial, Problem Orientation

► School Counseling provides services to School Counseling provides services to those in the most needthose in the most need

► School Counseling operates from Needs School Counseling operates from Needs AssessmentAssessment

► School Counselors use one-on-one School Counselors use one-on-one counselingcounseling

► Counselors are accountable for case loads Counselors are accountable for case loads and student contacts.and student contacts.

Comprehensive Developmental Comprehensive Developmental Guidance ModelGuidance Model

► Career Development and Human Career Development and Human Development Theory, Development Theory, Preventative/Developmental OrientationPreventative/Developmental Orientation

► School Counseling programs ensure that all School Counseling programs ensure that all students receive servicesstudents receive services

► School Counseling Programs Operate from a School Counseling Programs Operate from a Local Curriculum with Academic, Career, Local Curriculum with Academic, Career, and Personal/Social Domains.and Personal/Social Domains.

► School Counselors use Individual Planning, School Counselors use Individual Planning, Responsive Services, Guidance Curriculum Responsive Services, Guidance Curriculum and System Support.and System Support.

► School Counselors are accountable for time School Counselors are accountable for time spent on different activities.spent on different activities.

ASCA National ModelASCA National Model

► Human Development Theory and Standards-Human Development Theory and Standards-Based EducationBased Education

► School Counseling programs ensure that all School Counseling programs ensure that all students achieve academicallystudents achieve academically

► School Counseling Programs Operate from a School Counseling Programs Operate from a Curriculum with Academic, Career, and Curriculum with Academic, Career, and Personal/Social Domains that is based on Personal/Social Domains that is based on ASCA National Standards and connected to ASCA National Standards and connected to State Frameworks.State Frameworks.

► School Counselors use Individual Planning, School Counselors use Individual Planning, Responsive Services, Guidance Curriculum Responsive Services, Guidance Curriculum and System Supportand System Support

► School Counselors are accountable for School Counselors are accountable for measurable changes in academic measurable changes in academic achievement and school-related behavior.achievement and school-related behavior.

Comprehensive Developmental Comprehensive Developmental GuidanceGuidance

Norm GysbersNorm Gysbers► Developed in 1970s, adopted by 35+ statesDeveloped in 1970s, adopted by 35+ states► Guidance as a core educational program not Guidance as a core educational program not

a set of ancillary support services a set of ancillary support services► Guidance works to promote development Guidance works to promote development

and to prevent problemsand to prevent problems► Guidance works from a formal curriculum Guidance works from a formal curriculum

that specifies student learning outcomesthat specifies student learning outcomes► Guidance is organized to serve all students Guidance is organized to serve all students

wellwell

Comprehensive Developmental Comprehensive Developmental Guidance CurriculumGuidance Curriculum

►Student competencies grouped by Student competencies grouped by domain (Academic, Career, domain (Academic, Career, Personal/Social)Personal/Social)

►Student competencies specified by Student competencies specified by grade level, K-12grade level, K-12

►Used to coordinate guidance activities, Used to coordinate guidance activities, K-12K-12

►Used to coordinate guidance activities Used to coordinate guidance activities with academic curricula and classroom with academic curricula and classroom instructioninstruction

Comprehensive Developmental Comprehensive Developmental ComponentsComponents

► Curriculum deliveryCurriculum delivery Guidance lessons Guidance lessons Coordination with academic instructionCoordination with academic instruction

► Individual/Family planningIndividual/Family planning AppraisalAppraisal Advising and placementAdvising and placement

► Responsive servicesResponsive services Crisis counselingCrisis counseling Referral and follow-upReferral and follow-up

► System supportSystem support Duties to be assignedDuties to be assigned

School Counselor Time School Counselor Time AllocationAllocation

K-6 K-6 ElementarElementaryy

Middle Middle SchoolSchool

High High SchoolSchool

CurriculuCurriculum m DeliveryDelivery

35-45%35-45% 25-35%25-35% 15-25%15-25%

Individual/Individual/

Family Family PlanningPlanning

15-10%15-10% 15-25%15-25% 25-35%25-35%

ResponsivResponsive Servicese Services

30-40%30-40% 30-40%30-40% 25-35%25-35%

System System SupportSupport

10-15%10-15% 10-15%10-15% 15-20%15-20%

System Support Gradually System Support Gradually Increases As Counselors Are Increases As Counselors Are

Assigned New TasksAssigned New Tasks

►Lunch room dutyLunch room duty►Proctoring study hallsProctoring study halls►504s504s►MCAS administrationMCAS administration►Counselors attend all IEP meetingsCounselors attend all IEP meetings►Student DisciplineStudent Discipline

Comprehensive Comprehensive Developmental Guidance Developmental Guidance

ManagementManagement►Model is adopted by districtModel is adopted by district►Yearly contracting with principalsYearly contracting with principals►Counselors accountable for time spent Counselors accountable for time spent

on different componentson different components►Counselors accountable for number of Counselors accountable for number of

students servedstudents served

Comprehensive Developmental Comprehensive Developmental Guidance Research SupportGuidance Research Support

► Borders, L.D., and Drury, S.M. (1992). “Comprehensive School Borders, L.D., and Drury, S.M. (1992). “Comprehensive School Counseling Programs: A Review for Policymakers and Counseling Programs: A Review for Policymakers and Practitioners,” Practitioners,” Journal of Counseling andJournal of Counseling and DevelopmentDevelopment, 70, , 70, 487-498.487-498.

► Lapan, R.T., Gysbers, N.C. and Sun, Y. (1997). The impact of Lapan, R.T., Gysbers, N.C. and Sun, Y. (1997). The impact of more fully implemented guidance programs on the school more fully implemented guidance programs on the school experiences of High School students: A statewide evaluation experiences of High School students: A statewide evaluation study. study. Journal of Counseling and DevelopmentJournal of Counseling and Development, 75, 292-302., 75, 292-302.

► Lapan,R.T., Gysbers,N.C., and Petroski, G.F. (2001) “Helping Lapan,R.T., Gysbers,N.C., and Petroski, G.F. (2001) “Helping Seventh Graders Be Safe and Successful: A Statewide Study Seventh Graders Be Safe and Successful: A Statewide Study of the Impact of Comprehensive Guidance and Counseling of the Impact of Comprehensive Guidance and Counseling Programs,” Programs,” Journal ofJournal of Counseling and DevelopmentCounseling and Development, 79, 320-, 79, 320-330.330.

► Sink, C.A and Stroh, H.R. (2003). Raising achievement test Sink, C.A and Stroh, H.R. (2003). Raising achievement test scores of early elementary school students through scores of early elementary school students through comprehensive school counseling programs. Professional comprehensive school counseling programs. Professional School Counseling, 6, 350-364.School Counseling, 6, 350-364.

ASCA Model School Counseling ASCA Model School Counseling Program (2002)Program (2002)

““ASCA has developed a National ASCA has developed a National Model for School Counseling Model for School Counseling Programs to connect school Programs to connect school counseling with current counseling with current educational reform movements educational reform movements that emphasize academic that emphasize academic achievement.”achievement.”

““By aligning the School By aligning the School Counseling Program with district Counseling Program with district

and school mission, reform and school mission, reform initiatives and school initiatives and school

improvement plans, professional improvement plans, professional school counselors are leaders and school counselors are leaders and

partners in systemic change to partners in systemic change to ensure equity and access to ensure equity and access to

quality education and to promote quality education and to promote career and personal/social career and personal/social

development for all students.”development for all students.”

ASCA Model School Counseling ASCA Model School Counseling Program (2002)Program (2002)

The model aligns the counseling program with The model aligns the counseling program with the school’s academic mission. School the school’s academic mission. School Counselors:Counselors:

Are Leaders in Systemic ChangeAre Leaders in Systemic Change

Ensure Equity and AccessEnsure Equity and Access

Promote Academic, Career and Promote Academic, Career and Personal/Social Development Personal/Social Development

for ALL for ALL StudentsStudents

Current Trends in EducationCurrent Trends in Education► Standards-based education reform (clear Standards-based education reform (clear

standards, rigorous curriculum, supports, standards, rigorous curriculum, supports, accountability).accountability).

► Focus on the power of schools (Edmunds not Focus on the power of schools (Edmunds not Coleman).Coleman).

► Focus on the achievement gap (systemic not Focus on the achievement gap (systemic not traditional mental health model).traditional mental health model).

► Data driven decision-making and Data driven decision-making and accountability.accountability.

► Site based management.Site based management.► NCLB (No Adult Left Standing)NCLB (No Adult Left Standing)

Historical Problems in School Historical Problems in School Counseling Programs (ASCA Counseling Programs (ASCA

2002)2002)► Lack of legitimization.Lack of legitimization.► Lack of consistent identity.Lack of consistent identity.► Variation in role from state to state and Variation in role from state to state and

district to district.district to district.► Lack of a basic philosophy and model for Lack of a basic philosophy and model for

practice.practice.► Increased use of outsourcing for traditional Increased use of outsourcing for traditional

counseling functions.counseling functions.►No concrete outcomes or bottom line.No concrete outcomes or bottom line.► Too many add-on responsibilities.Too many add-on responsibilities.► Limited connection to Educational Reform.Limited connection to Educational Reform.

Needed School Counseling Needed School Counseling Changes (ASCA 2002)Changes (ASCA 2002)

From Counselors who: From Counselors who: To Counselors who:To Counselors who:

► Focus on good Focus on good intentions.intentions.

► Talk about how hard Talk about how hard they work.they work.

► Generally feel little Generally feel little need to change their need to change their behavior or approach.behavior or approach.

► Use intuition to design Use intuition to design programs and programs and interventions.interventions.

► Focus on Focus on accomplishmentsaccomplishments

► Talk about Talk about effectiveness.effectiveness.

► Know that their future Know that their future rests on continuous rests on continuous improvement.improvement.

► Use data to design and Use data to design and evaluate programs and evaluate programs and interventions.interventions.

Needed School Counseling Needed School Counseling Changes (ASCA 2002)Changes (ASCA 2002)

From a Program that: From a Program that: To a Program that:To a Program that:

► Is student-centered Is student-centered and serves some and serves some students well.students well.

► Focuses on activities.Focuses on activities.► Measures activities.Measures activities.► Attends to the process Attends to the process

of doing work.of doing work.► Works to support and Works to support and

maintain the existing maintain the existing system.system.

► Is program-centered and Is program-centered and serves all students well.serves all students well.

► Focuses on outcomes.Focuses on outcomes.► Measures progress Measures progress

towards goals.towards goals.► Attends to goals and Attends to goals and

results.results.► Works to help the Works to help the

system adapt and system adapt and change.change.

CareerDevelopmentOutcomes

Personal/SocialDevelopmentOutcomes

AcademicDevelopmentOutcomes

Comprehensive DevelopmentalSchool Counseling Program

School CounselingOutcomes

GuidanceCurriculum

IndividualPlanning

ResponsiveServices

SystemicInterventions

IndividualInterventions

CareerDevelopmentOutcomes

Personal/SocialDevelopmentOutcomes

AcademicDevelopmentOutcomes

National Model School CounselingProgram

School CounselingOutcomes

SystemicInterventions

IndividualInterventions

CareerDevelopmentOutcomes

Personal/SocialDevelopmentOutcomes

AcademicDevelopmentOutcomes

School CounselingProgram

School CounselingOutcomes

Strong Evidence

Weak Evidence

National Model Programs:National Model Programs:

►Are focused on improving Are focused on improving academic achievement and academic achievement and eliminating the achievement eliminating the achievement gapgap. .

►Operate from a mission that is Operate from a mission that is connect with the school district’s connect with the school district’s mission and educational reform mission and educational reform agendas.agendas.

National Model Programs:National Model Programs:

►Operate from a formal set of Operate from a formal set of Student Learning Objectives that Student Learning Objectives that areare connected to National Standardsconnected to National Standards aligned with State Curriculum aligned with State Curriculum

FrameworksFrameworks aligned with district standardsaligned with district standards based on measurable student learning based on measurable student learning

outcomesoutcomes►Are data-driven and accountable Are data-driven and accountable

for student outcomesfor student outcomes

ASCA National ModelASCA National Model

The ASCA National Model:The ASCA National Model:FoundationFoundation

►Mission and Goals that are aligned Mission and Goals that are aligned with the district and school mission with the district and school mission

►Measurable Student Learning Measurable Student Learning Objectives that are aligned with the Objectives that are aligned with the ASCA National Standards and connect ASCA National Standards and connect to State Curriculum Frameworksto State Curriculum Frameworks

►Beliefs and Philosophy guide program Beliefs and Philosophy guide program development, implementation and development, implementation and evaluationevaluation

The ASCA National Model:The ASCA National Model:Delivery SystemDelivery System

►Guidance Curriculum--structured Guidance Curriculum--structured developmental lessons connected with developmental lessons connected with academic areasacademic areas

► Individual Student Planning--work with Individual Student Planning--work with students and families to help all students and families to help all students develop personal goals and students develop personal goals and future plansfuture plans

►Responsive Services--meeting Responsive Services--meeting immediate student needs through crisis immediate student needs through crisis counseling, referral and follow-upcounseling, referral and follow-up

► System Support--activities targeted at System Support--activities targeted at maintaining and enhancing the maintaining and enhancing the educational environment and school educational environment and school climate climate

The ASCA National Model: The ASCA National Model: Management SystemManagement System

►Agreements with administrations ensureAgreements with administrations ensure effective implementation of the guidance effective implementation of the guidance

programprogram connection of the program to student needsconnection of the program to student needs connection of the program to district reform connection of the program to district reform

initiatives and school improvement plans.initiatives and school improvement plans.

►Advisory Councils of parents, students, Advisory Councils of parents, students, teachers, administrators, and community teachers, administrators, and community members to ensure that the program members to ensure that the program initiatives are responsive toinitiatives are responsive to needs.needs.

The ASCA National Model: The ASCA National Model: Management SystemManagement System

►Data-driven managementData-driven management Use of data to plan, monitor, evaluate, and Use of data to plan, monitor, evaluate, and

modify interventionsmodify interventions Use of data to document how students are Use of data to document how students are

different as a consequence of programdifferent as a consequence of program

►Day-to day operation of the School Day-to day operation of the School Counseling Program is monitored and Counseling Program is monitored and coordinated throughcoordinated through Action PlansAction Plans Audits of Time UseAudits of Time Use Use of Master Calendars Use of Master Calendars

The ASCA National Model: The ASCA National Model: Accountability SystemAccountability System

►Yearly Results Reports, including Yearly Results Reports, including quantitative data on student change, quantitative data on student change, are shared with all stakeholders.are shared with all stakeholders.

►School Counselor Performance School Counselor Performance Standards are used in constructing job Standards are used in constructing job descriptions and in annual descriptions and in annual performance evaluations.performance evaluations.

►Periodic Program Audit is used to Periodic Program Audit is used to ensure that the Program is targeted at ensure that the Program is targeted at the right goals and implementing the right goals and implementing interventions effectively.interventions effectively.

ASCA National ModelASCA National ModelCounselors Using Data:Counselors Using Data:

► To describe problems, plan programs, and target To describe problems, plan programs, and target interventions to help students and to change interventions to help students and to change systems.systems.

► To measure the outcomes of interventions and To measure the outcomes of interventions and modify interventions based on results.modify interventions based on results.

► To account annually for results to constituencies in To account annually for results to constituencies in Result Reports.Result Reports.

► To account annually for results to supervisors in To account annually for results to supervisors in school counselor performance evaluations.school counselor performance evaluations.

► To periodically evaluate the performance of the To periodically evaluate the performance of the school counseling program.school counseling program.

► To demonstrate the impact of school counseling on To demonstrate the impact of school counseling on student achievement.student achievement.

ASCA National ModelASCA National ModelASCA (2002)ASCA (2002)

““The old question was, What The old question was, What do counselors do?do counselors do?

The new question is, How are The new question is, How are students different because of students different because of what school counselors do?”what school counselors do?”

Second Annual National School Second Annual National School Counseling Leadership InstituteCounseling Leadership Institute► Implementing the ASCA National Model to Implementing the ASCA National Model to

Help All Children SucceedHelp All Children Succeed► UMASS Amherst, July 12UMASS Amherst, July 12thth thru 16th, 2004 thru 16th, 2004► Judy BowersJudy Bowers

Guidance Director Tucson Unified School DistrictGuidance Director Tucson Unified School District President-elect ASCAPresident-elect ASCA Co-Author ASCA National ModelCo-Author ASCA National Model

► Trish HatchTrish Hatch Guidance Director Moreno Valley Unified School Guidance Director Moreno Valley Unified School

DistrictDistrict Co-Author ASCA National ModelCo-Author ASCA National Model

Second Annual National School Second Annual National School Counseling Leadership InstituteCounseling Leadership Institute

►Learn the ModelLearn the Model►Learn How to Implement the ModelLearn How to Implement the Model►Learn Practical Leadership Skills Learn Practical Leadership Skills

Needed for ImplementationNeeded for Implementation►Evaluate Potential Implementation Evaluate Potential Implementation

Problems in Your DistrictProblems in Your District►Learn Data-Based ManagementLearn Data-Based Management►Learn Program Evaluation and Learn Program Evaluation and

Accountability SkillsAccountability Skills

We need to be the changeWe need to be the change

we want to see happen.we want to see happen.

We are the leadersWe are the leaders

we have been waiting for.we have been waiting for.

-Gandhi-Gandhi

National Center for School National Center for School Counseling Outcome ResearchCounseling Outcome Research

John CareyJohn CareyCarey DimmittCarey DimmittJanine RobertsJanine RobertsWendy McGannonWendy McGannonDebra SmithDebra SmithLoren LaufferLoren LaufferJim HarrityJim Harrityhttp://www.umass.edu/http://www.umass.edu/

schoolcounseling/schoolcounseling/