6/12/2017

ASCA National
Model:
Management
June 12, 2017
Joni Shook
[email protected]

Learning Outcomes
Upon completion of this webinar, participants will be able to:
• Select the assessments and tools that will help them take the
next step in implementing a comprehensive school counseling
program
• Identify the benefits of an annual agreement, advisory
council, and calendars
• Understand action plans: core curriculum, small group, and
closing the gap
• Identify examples of process, perception, and outcome data

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MANAGEMENT
• Assessments
– School Counselor Competencies
– School Counselor Program Assessment
– Use-of-Time Assessment
• Tools
– School Data Profile
– Annual Agreement
– Advisory Council
– Calendars
– Curriculum Lesson Plan
• Templates
– Core Curriculum Action Plan
– Small Group Action Plan
– Closing the Gap Action Plan

School Counselor
Competencies
ANM p. 41

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SC Program
Assessment
ANM p. 59

Use-of-Time
ANM p. 63/ANMIG p. 69

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Tools
School Data Annual Advisory
Profile Agreement Council

Curriculum
Calendars
Lesson Plan

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New

School Data
Profile
ANM p. 66/ANMIG p. 24

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School Data Profile Do’s and Don’ts

ANMIG p. 27

• Look at existing school data. • Don’t get lost in too much data.
• Review your school improvement plan. • Don’t track everything. Select the
• Look at all 3 types of school data: areas within the 3 types of outcome
attendance, behavior, achievement. data, and track those.
• Don’t forget to disaggregate the data.
• Begin with the basics. What are the This tells you where the gaps are.
greatest discipline, achievement, or • Don’t use data to confirm your
attendance issues identified by assumptions. Let the data tell you
administration and/or teachers? what is actually happening.
• Select 2-3 measures within each of the • Don’t forget to use a variety of
3 types of data, and review the sources. Look at the school’s state
subgroups of each. report card, district reports, and within
• Look for trends over multiple years. school data reports.
These can reveal systemic issues. • Don’t try to do it alone. Include
• Look for differences among subgroups. building and district personnel who
Is there over- or under-representation can help. Think of data clerks,
within any of the subgroups? technology specialists, and math
teachers.

Examples
ANM p. 109/ANMIG p. 33

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ANNUAL
AGREEMENT
ANM p. 46/ANMIG p. 78

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Annual Agreement Do’s and Don’ts

ANMIG p. 80
• Schedule a time to meet with your • Don’t “drop in” for this conversation with
administrator. your administrator – schedule in advance.
• Use the annual agreement as a platform for a • Don’t use the same agreement for all
meaningful discussion with administration counselors with the department.
about goals, program, and responsibilities. • Don’t use the annual agreement to refuse
• Conduct the annual agreement conversation to do something.
with administration within the first 2 months • Don’t assume your administrator will
of school. approve everything. Be prepared to have a
• Use your school counseling program goals to well-organized and cogent discussion.
align yourself and your program with the • Don’t overstate your ability to accomplish
school’s mission and vision. your goals. Be reasonable and sensible.
• Allow for some negotiation around • Don’t assume the annual agreement will
components of the annual agreement. remove you from all non-counseling
• Conduct your own time analysis prior to activities. All have to do their fair share.
setting your time-usage goals. Consider small
growth in changes to your use of time.

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Advisory Council
ANM p. 47/ANMIG p. 89

See “ASCA Webinar: School Counseling Advisory Council” for details,

suggestions, and examples!

Calendars Annual Calendar

ANM p. 56/ANMIG p. 99

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Weekly Calendar

Calendar Do’s and Don’ts

• Develop and publish both weekly • Don’t work without a planned
and annual calendars. weekly calendar. Create a
schedule for yourself.
• Develop codes for identifying the
types of services delivered on • Don’t overschedule. Allow some
brief periods of non-scheduled
your weekly calendars. time each day to cover issues
• Periodically analyze weekly that develop.
calendars (at least twice a year) • Don’t be pulled off schedule by
to assess your actual use of time. quasi-emergencies that actually
• Assess where you are, then could wait until a break in your
gradually, but intentionally, move schedule.
toward 80/20 time usage. • Don’t get pulled into lengthy on-
the-spot conversations.
• Leave some time open each day Acknowledge the need and invite
for interruptions and individuals to meet with you
developments. when you have open time.

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Action Plan Templates

ANM p. 69/ANMIG p. 117

SC Core Small
Curriculum Group

Closing the
Gap

Planned instruction that is delivered to all students,

grade levels, or other selected large groups of students
ANMIG p. 117

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Description of all small group counseling activities (minimum of 4 sessions)

ANMIG p. 133

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Developed to address academic, attendance, or behavior discrepancies

existing among student groups
ANMIG p. 144

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Three Types of Data

ANM p. 51/ANMIG p. 116, 157

Process Perception Outcome

• Numbers • Pre/Post • Achievement

impacted • Surveys • Attendance
• Behavior

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DATA ON ALL THREE TYPES OF PLANS:

Process Data
How many will be impacted?

• Eight 4th grade students in a study skills

group that will meet six times for 45
minutes
• 450 9th grade students will complete an
individual learning plan
• 100% of 6th grade students will receive
conflict resolution lessons.

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Perception Data
What do students think they know, believe or can do?

– Attainment of competencies
– Changes in attitudes and beliefs
– Perceived gains in knowledge

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Perception Data

Attitudes Knowledge Skills

I believe… I know… I can…

Measure Before & After

Keep it Short
Keep it Easy
Compare Results

Perception Data

Attitudes Knowledge Skills

Scaling Recount facts Demonstrate a skill
Likert Define Role Play
Card Sort Describe Give Example
Take a Stand List Illustrate
Solve a Problem
I believe… I know… I can…

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Tools to Collect Perception Data

Pre-Post Knowledge gained
Change in perspective

Needs Assessment Perception of student or program

needs
Program/Activity Value of intervention or activity
Evaluation
Opinion Survey Perceptions of SC program or
activities

Outcome Data - ULTIMATE GOAL

How are students different?

• Hard data
• Application data
• Impacted on students ability to utilize the
knowledge, attitudes and skills
– Attendance
– Behavior
– Academic achievement

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Data
Examples

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Process, Perception or Outcome

• 40% fewer discipline referrals

Process, Perception or Outcome

• 40% fewer discipline referrals

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Process, Perception or Outcome

• 400 Students

Process, Perception or Outcome

• 400 Students

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Process, Perception or Outcome

• 45% feel safe at school

Process, Perception or Outcome

• 45% feel safe at school

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Process, Perception or Outcome

• 100% have a graduation plan

Process, Perception or Outcome

• 100% have a graduation plan

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Resources
ASCA National Model FAQ:
https://www.schoolcounselor.org/school-counselors-members/asca-
national-model/asca-national-model-faqs
Download ASCA National Model templates:
https://www.schoolcounselor.org/school-counselors-members/asca-national-
model
Examples of RAMP applications:
http://www.schoolcounselorawards.org/ramp/example
Information on books to purchase:
https://www.schoolcounselor.org/school-counselors-members/asca-national-
model/purchase-the-books

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Q&A

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