ASCA National Model (2003)

What do you remember

about your school counselor?

• Did you have a school counselor in elementary

school? In middle school? In high school?

• If so, what is your most memorable moment with

your school counselor?

Yesterday’s Services Versus Today’s Program

• Guidance Counselor

• Reactive

• Services provided to few students

• Impact measured via feelings or perceptions

• Ancillary role to school improvement process

• School counselors in isolation

• Professional School Counselor

• Proactive/Data driven

• Services provided to ALL students

• Impact measured via achievement data

• Essential role in school improvement process

• School counselors as school leaders

School Counselors in

Changing Times

• Our history – School counseling before The Model

– “So what does a school counselor do?”

• Factors driving change: – Changing demographics in New York and throughout the US

– No Child Left Behind and the accountability movement

– American School Counselor Association & The Education Trust

The State of School Counseling in America

NOSCA Report

The College Board’s Advocacy & Policy Center, 2011

• The work of counselors is linked to higher

student aspirations and outcomes

• The missing link is between what we know

counselors can do and what they are enabled to

do

Why implement ASCA National Model

• Lower suspension rates

• Lower discipline rates

• Increased attendance rates

• Increased math proficiency

• Increased reading proficiency

(Cary, Harrington, Martin, Hoffman, 2012)

Research on Schools with Comprehensive

Counseling Program

Increased

• Graduation Rates

• Math and reading

• 3rd grade reading proficiency

• Scores on state tests

• ACT scores

• Students taking ACT

• Perkins Program completion

• Attendance

Research on Schools with Comprehensive

Counseling Program

Decreased

• Suspension rates

• Discipline referrals

• Student reports bullied/teased

Students Report …

Higher grades Better relationships with their

teachers

School prepares them well

for their future

More satisfied with their

education

A positive school climate

Feeling safer

Career and college

information readily available

Greater awareness of

relevance/importance of

education for their future

RAMP and the National Model help us

to more effectively evaluate our

program and pinpoint areas of

need. Through collaboration with the

School Improvement Team, we connect

our school counseling program goals to

the overall goals of the school. This

makes us an integral part of the school

improvement process and makes the

work that we do invaluable in the eyes

of our stakeholders.

The ASCA National Model (2003, 2005, 2012)

Determines the academic, career, and personal/social needs of the students in your school

Addresses the students’ needs via direct and indirect services

Involves others and measures the impact of the school counseling program

Evaluates the program based on outcomes and makes adjustments

ADVOCACY

COLLABORATION

LEADERSHIP

SYSTEMIC CHANGE

J. Hartline (2016)

ASCA National Model

Overarching Themes

• Leadership

• Advocacy

• Collaboration

• Systemic Change

ASCA National Model: Foundation

• Beliefs

• Vision Statement

• Mission Statement

• Program Goals

• Mindsets & Behaviors

• School Counselor Competencies

• Ethical Standards

ASCA National Model: Management

• School Counselor Competencies Assessment

• School Counseling Program Assessment

• Use of Time Assessment

• Management Agreement

• Program Planning/System Support

ASCA National Model: Delivery

Direct Student Services (Action Plans)

• Core Curriculum

• Individual Student

Planning

• Responsive Services

Indirect Services

• Referrals

• Consultation

• Collaboration

ASCA National Model: Accountability

• Data Analysis

– School Data Profile

Analysis

– Use of Time Analysis

• Program Results

– Results Reports:

• Analysis of Core Curriculum

• Analysis of Small Group

• Analysis of Closing the Gap

– Sharing Results

• Evaluation & Improvement

– SC Competencies

Assessments

– SC Performance Appraisal

– Program Assessment

– Program Goal Analysis

Classroom Guidance

Intentional Guidance

Individual Support

Specialized Interventions

Equity and Access for ALL Students

School Improvement Gail M. Smith (2009)

Guidance Curriculum

Individual Student Planning

Responsive Services

Key Research

Student Outcomes

•Achievement

•Attendance

•Behavior

Mindsets & Behaviors

•Non Cognitive Factors

Counselor Interventions

•Learning Strategies

•Social Skills

ASCA NATIONAL MODEL

COMPONENTS

A few examples

Program Goals

Core Curriculum Lesson Analysis

Attendance Goal Any student with 3-or-more unexcused absences at the

end of each quarter will receive the school counseling

interventions listed below, resulting in an overall absence

reduction of 10% for those students the following quarter.

Students at court-mandated levels of interventions will

not be included in the analysis. During the 2013-2014

School-Year 6 out of the 7 highest offenders were 12th

graders)

Closing the Gap Achievement Goal

By May 15, 2015, 2015, the percent of graduating seniors

completing their FAFSA will increase by 10% from 39.2%

(2013 – 2014) to 43.12$ (2014 – 2015).

Planned Strategies:

• College Readiness

• Parent/Family Collaboration

• Postsecondary Preparation

• Urban School Counseling

Cosing the Gap

Counselors Reflect on Data

Data allow us to advocate for the needs of all our students. We

spend time as a group sifting through grades, attendance and

discipline data as well as collected data such as needs

assessments and a number of other surveys.

We also listen to feedback from our Advisory Council. We find

out where our interventions would have the most effect, so we

can streamline our services to reach the most students. By

using data we are able to advocate for the programs we

believe will have an impact on student issues and thereby

student success. We can effectively use data to drive how we

spend our time, meeting the actual needs of our students.

When asked how we can ensure that other school

leaders will be integral to ESSA implementation…

“The voice of school counselors is hugely

important when it comes to school safety &

climate and supporting students”

Secretary of Education, John King at The House Education & Workforce full committee hearing

Regardless of socioeconomic level,

children who remain in the same school for

multiple years

with a well-implemented

comprehensive school counseling program

will have higher achievement test scores

than students who attend schools

without such a counseling program 150 Randomly Selected Public Elementary Schools in Washington State

(Sink, Stroh, 2003)

District Implementation

• 2 – 3+ Year Process

• Important Components

– Training

– District Expectations (deadlines, follow-up)

– District Support (time to do it)

– Administrator Support/Awareness

• Plans

– 4 Star Plan (Gwinnett County, GA)

– Diamond Carat Plan (Wake County, NC)

– ASCA Support (LV, DC, Philadelphia, …)