Docstoc

ASCA DEMONSTRATION

Document Sample
ASCA DEMONSTRATION Powered By Docstoc
					Implementing ASCA in
an Urban School Setting



       Clover Park School District
            Lakewood, WA.
Turning Point Technology
   ASCA Survey Demo
            C_U_S_L_R
1.   OONE
2.   EEUV
3.   UIPU
4.   IIHA



                          0%           0%       0%    0%




                                                          A
                      E




                                   V




                                                U
                     N




                                                      H
                                   U




                                            IP
                  O




                                                     II
                               E




                                            U
                 O




                               E
pumpkin pie : cool whip :: lemon pie:

1.   ice cream
2.   meringue
3.   crust
4.   nuts


                                0%            0%        0%    0%
                           m




                                                       t
                                         ue




                                                              ts
                                                    us
                           ea




                                                             nu
                                          g




                                                   cr
                                       in
                         cr




                                     er
                     e




                                 m
                    ic
    How many years of school
counseling experience do you have?

 1.   20-30 years
 2.   15-19 years
 3.   6-14 years
 4.   1-5 years
                                0%       0%            0%        0%




                                                                   s
                           s




                                        s




                                                      s




                                                                 ar
                           ar




                                        ar




                                                   ar



                                                             ye
                         ye




                                      ye




                                                  ye




                                                            5
                                              14
                       0




                                    9
                     -3




                                  -1




                                                            1-
                                             6-
                    20




                                 15
     Which level do you work with?
0%     1.   Elementary
0%     2.   Middle/Jr. High
0%     3.   High School
0%     4.   District Office/Admin
      How familiar are you with
         the ASCA Model?

0%   1. Very Familiar
0%   2. Somewhat Familiar
0%   3. Not at all Familiar
How often do you use data results to
   determine the needs of your
            students?
1. Frequently
2. Occasionally
3. Not at all

                               0%              0%        0%




                                                          ll
                                             ly
                            tly




                                                           a
                                           al
                           n




                                                        at
                                          on
                        ue




                                                    ot
                                        si
                       eq




                                                    N
                                    as
                     Fr




                                   cc
                                  O
 Have you implemented any aspects
 of the ASCA model in your current
        counseling program?
1. YES
2. NO
3. Planning Stages               0%




                      YES   NO   Planning Stages
 What is the main barrier you have
 encountered in implementing the
           ASCA model?
1.   Budget
2.   Time
                                       0%
3.   Staff Support
4.   Management
     Agreement with
     Administration

                      Budget   Time   Staff Supp...   Management...
           Mission Statement

The mission of Clover Park School District
 Counseling Program is to support all students by
 addressing the academic, career, and
 personal/social skills necessary to achieve
 academic success.
          Demographic Data
• Clover Park School District is the 22nd
  largest public school district in Washington
  State. It encompasses 26 square miles and
  serves two major military installations. It
  serves an average of 12,000 students
        Demographics continues
•   The ethnic ratios are as follows:
•   Asian American…10.0 percent
•   African American.18.3 percent
•   Hispanic…………17.7 percent
•   Native American…1.6 percent
•   White…………….46.1 percent
•   Not provided……..1.5 percent
•   Multiracial………..4.8 percent
     Demographics continues

• Free /Reduce Lunch... 63 percent
• Mobility Rate:…………... AYP September –
  October 16 percent.
                                                              Poverty Challenge
                                                                                     Clover Park School District
                                                                               Free and Reduced Lunch Percentages
                                                                                           12-Year Trend


                                                 70
% of Students Eligible For Free/ Reduced Lunch




                                                 60
                                                                                       55.4                                                 56.8
                                                                       54.4                                                                             57.9
                                                              50.4                                        52.9              51.8
                                                 50                                               54.1             48.5
                                                                               51.6
                                                      48.6
                                                                                                                                    45.8
                                                 40
                                                                                                                                                        38.0
                                                       31.2     30.1            31.1                               36.0     35.9     36.7      36.8
                                                                                                          35.6
                                                 30
                                                                                       31.2     33.1
                                                                       31.1

                                                 20


                                                 10


                                                  0
                                                      1996-   1997-    1998-   1999-   2000-     2001-    2002-   2003-   2004-    2005-    2006-   2007-
                                                      1997    1998     1999    2000    2001      2002     2003    2004    2005     2006     2007    2008

                                                                                               District             State
                  Five Steps
•    The five steps (Framework) necessary for
     implementing ASCA in a school district:
1.   Planning the Program
2.   Building your Foundation
3.   Designing the Delivery System
4.   Implementing the Program
5.   Making the Program Accountable
       Planning The Program
• Asking the essential questions:
• How will this program prepare students to be
  College, Career and Citizen ready?
• How do you change a staff culture of
  complacency to a culture of believing in all
  students?
• How do schools provide a more positive climate
  for learning? (Lapan, Gysbers, & Sun, 1997).
      Planning the Program
• Planning must first be filtered
   through three systemic components
   before getting started:
1. Securing commitment
2. Getting organized
3. Assessing your current program
        Building Foundation

• Beliefs and Philosophical constructs must
  have values assigned and measurable
  outcomes.
  Designing the Delivery System
• Clover Park School District provides
  professional development which addresses the
  needs of the population.
• Students, parents and teachers work closely to
  monitor student learning plans.
• Over 41% of our student population is
  Federally connected. This contributes to a high
  transient population.
  Designing the Delivery System
• At some schools guidance curriculum is
  collaboratively developed and integrated into
  core content area for classroom
  instructions/groups.
• Clover Park School Districts/Schools provides
  training that meet the needs of its community.
• The district has developed an elaborative system
  of support (Supportive Learning Environment)
  around educational systems.
      Implementing the Program

• The Director of Student Services, Elementary
  and Secondary School Counselors visited ASCA
  model program sites.
• Administrators were asked to participate in
  implementation process to gain buy in.
• Presentations to the School Board and
  Superintendents were conducted.
      Implementing the Program

• Professional development budget was allocated.
• District wide focus for implementing ASCA
  was endorsed by Superintendent.
• Collection of data and the use of technology are
  viewed as essential.
Making the Program Accountable
Data collection:
The district is driven by data and has a belief and
    requires measurable results for program
    application.
The picture painted by educational indicators :
1. Attendance
2. Discipline
3. Academic performance
 Provides counselors a baseline of measurements for
    determining program effectiveness
            District Strategies
  District strategies which may have a direct
    correlation to increasing student achievement:
1. Why Try
2. Owelus
3. Hopeology
4. Mentor/tutors
5. After School Programs
6. Partnerships with city and community
    organizations
                                         Drop Out Data
                                                      Clover Park School District
                                                         Dropout Percentages
                                                             6-Year Trend

                       14


                       12      11.5
                                         11.4                  10.5
                       10
% of Student Dropout




                       8                                                                    7.6
                                                                             6.5
                            7.7                                                                           6.1
                       6                 6.7
                                                         5.8                                5.7          5.5
                       4
                                                                          5.1

                       2


                       0
                            2002- 2003   2003- 2004      2004- 2005       2005- 2006    2006- 2007   2007- 2008

                                                               District         State
                                           Graduation Data
                                                    Clover Park School District
                                                  On-Time Graduation Percentages
                                                           6-Year Trend

                         80
                                                                                74.3                      72.4
                                                        70.0                                 70.4
                         70   65.7         66.0
                                                                                                        71.0
                                                                             66.9          66.8
% of On-Time Graduates




                         60                              56.1
                                             52.4
                         50
                               42.5
                         40


                         30


                         20


                         10


                          0
                              2002- 2003   2003- 2004   2004- 2005         2005- 2006   2006- 2007   2007- 2008

                                                                District        State
    Discipline Data
•
                                   Discipline Data
9/1/08 to 1/7/09
Number of Incidents by Action Type           Students Involved in Incidents by Ethnicity
         Action Type       Total Incidents           Action Type           A B H I M N P W Total
10+ Long Term Suspension                35   10+ Long Term Suspension        2 11 4 2 1 1 1 23 45
Detention                               18   Detention                            10 2 1   1 6 20
Emergency Expulsion                      9   Emergency Expulsion                   3           6 9
Expulsion                               17   Expulsion                             9 2   1 1 4 17
In School Suspension                   106   In School Suspension            3 61 8 10 4   1 52 139
Saturday School                         91   Saturday School                13 102 33 7 3    107 265
Short Term Suspension                  195   Short Term Suspension           7 76 34 6 3 1 9 107 243
High School
High School Demographics

• Approx. 1200 Students at Clover Park H.S.
    Approx. 1500 Students at Lakes H.S.

 • American Indian/Alaskan Native 1.6%
               Asian 13.7%
          Pacific Islander 2.6%
               Black 25.6%
              Hispanic17.9%
               White 37.9%
Demographics Continued…
    • 54% Free or Reduced Lunch
       • 12% Special Education
  • 10% English As Second Language
• Languages spoken: 60 (within district)
          • 25-30% Military
   What have CPSD
Counselors accomplished
        to date?
  We have done a lot in 4 years to build
        our ASCA foundation
                2005-06
 ASCA summer training in Bellingham and
 “Pilot Schools” determined by SSC Director
 Trish Hatch worked with pilot schools /admin
 CPSD counselors develop Vision and Mission
 statements
 Pilot counselors created power points based on
 their data and action plans and presented results
 to peers and school staff
            2006-07
All counselors began working towards ASCA
 elements
All counselors presented data to their peers on
 work they completed
School level teams began writing curriculum
 following CPSD curriculum model
           2007-2008
A counseling professional development committee
 began meeting to set up ASCA related trainings for
 all counselors
Trish Hatch returned for follow-up training
Student Services Director and counselors visit
 Arizona and California to see “ASCA in
 ACTION” and learn best strategies
Sharing of information with Superintendent Team
 and other counselors
          2008-2009
 Several Counselors, Administrators, and
 Student Services Director attended the ASCA
 conference in Atlanta.
H.S. Administrator Purchased 4 sets of Turning
 Point Technology for counselors
 Student Services Director and all counselors
 begin working on a 3 Year Action Plan
     Step One:
Planning the Program

Start with your own building and look at
     what you can implement there!
                Step Two:
          Building your Foundation

•   Get Administrative support for the changes
    you are implementing in your building

•   If possible, get your District Administrator on
    board so the entire district moves toward
    ASCA implementation
            Step Three:
    Designing the Delivery System

• High school counselors and administration made
  big structural changes to improve achievement,
  improve attendance, and address behavior
  concerns

• Changes included: Small Schools and Pathways,
  Student-Led Conferences, Advisory/Leadership
  classes, tutoring, summer programs, and mental
  health counseling
          Step Four:
    Implementing the Program

• H.S. Counselors implemented several classroom
  guidance lessons and at least one pre/post test in
  the classroom
• H.S. Counselors worked on addressing building
  needs and created Closing the Gap Action Plans
• H.S. Counselors targeted at-risk 9th graders and
  started mentoring programs
             Step Five:
  Making the Program Accountable
• Lakes Administration believed that students
  were not able to access counselors in a
  consistent manner
• Counseling program was structured so that all
  counselors provided same services to each
  student in 15 minute meetings.
• One counselor position was cut; Reduced from
  four to three counselors.
             Step Five:
  Making the Program Accountable

• C.P.H.S. Counselors analyzed pre/post test data
  and presented results to our Administration
• C.P.H.S. Counselors analyzed Closing the Gap
  Action Plan and presented results to our
  Administration
   Be PROUD of
what you accomplish!
           Accomplishments
• Dropout rate reduced from 11.5% to 6.1% from
  2002 to 2008
• On-time graduation rates improved from 42.5%
  to 71% from 2002-2008

• Note: Negative data is not always bad; Use that
  information to make changes and be proactive
  the next year
      “9th Grade Intervention Results”

                                               1st Sem     2nd Sem

• Grade Point Average: 13% Increase!           1.42 1.64
• Number of Failing Grades: 27% Reduction!       63          46


   Students in the counseling intervention group improved their GPA
              and reduced their number of failing grades!
Overall Guidance Lesson Results
                                   70
                                          63

 • 57% of 9th graders in the       60


   intervention group had less F   50            46     1st
                                                        Semester

   grades 2nd semester
                                   40                   F's
                                   30                   2nd
                                                        Semester
                                   20                   F's

                                   10

                                    0




 • 64% of 9th graders in the       1.65          1.64

                                    1.6
   intervention group raised       1.55                  1st
   their GPA during 2nd             1.5
                                                         Semester
                                                         GPA
   semester                        1.45
                                          1.42
                                                         2nd
                                                         Semester
                                    1.4                  GPA
                                   1.35
                                    1.3
Middle School
                Demographics
•   Similar ethnic make up compared to district
•   77% free/reduced
•   75% military
•   40% mobility rate (current)
•   School is located in a very isolated community
•   Step 3 AYP
     Implementation Time Line
• 2004-05 –2 new counselors, 50% responsive, 50%
  scheduling
• 2005-06 – Introduced ASCA to admin, district pilot
  group began, explored action plans
• 2006-07 – Wrote action plans for all guidance
  lessons, began collecting and sharing data,
  intentional planning for groups based on data
• 2007-08 – Utilize site council as advisory board,
  increased visibility and accountability work,
  achievement focused, time/task analysis
• 2008-09 – Continue district & school level work
Mapping ASCA for Administration
Connecting ASCA, School, and
 District Goals and Initiatives
    Changes in Implementation
• Master calendar created and distributed
• Systematic Guidance curriculum conducted
• New programs developed based on data
   – “Culture Class”
   – Ongoing new student orientation class
   – Quarterly family orientations
• Meet with advisory board 3x/year
• CTAG groups based on data, results shared
• District 3 year action plan developed
      Changes in Delivery System
•   Time and Task study for 3 quarters
•   Committed to regular classroom lessons
•   Action plans for department, groups, lessons
•   Results data summary
•   Ongoing comm. with admin
•   Collaborate at school and district levels – “what
    do all students need?”
     Changes in Accountability
• Results and summary reports shared with
  advisory board
• CTAG group results shared
• Seek out opportunities for prof. dev.
• Data based student interventions
• Seek feedback and trouble shooting from
  advisory council
• Department brochure created
          Impact at Woodbrook
•   All students receive Culture Class in September
•   All new students get 10 hours of Culture Class
•   School wide behavior system implemented
•   WAC
•   New focus on student interventions vs. reactions
•   9 weeks of test management eliminated (Yahoo!)
                  “Ah ha’s”
• Process is valuable learning.
• On-going –are you ever done?
• The needs of my school change every year – due to
  _____?
   – we are constantly playing catch up to meet new
     needs.
• Intentionality of collaboration – MAKE time!
• Focus on what you have control of.
• Start where it makes sense to you, they are all
  pieces of a whole.
• What you find may create discomfort or more
  work.
Elementary School
            The three year plan
•   Implement one action plan in each of the 3
    domains:

    –   Career
    –   Academic
    –   Personal/Social


    Implement one responsive services small group
        Focusing on the student
           achievement data

• Attendance

• Discipline

• Academic performance
                                    Q UARTERS


                                1        2      3   4

     Personal Behavior
Respects Others……………….
Respects Property……………..
Obeys School Rules…………...
 Accepts Responsibility………..
Demonstrates Self-Control……




     Work and Study Skills
  Listens Attentively…………….
 Follows Directions…………….
  Uses Time Effectively………...
  Organizational Skills………….
Completes Homework on Time.
          Beginning and beyond
• Initial steps     • advanced
               “baby steps”
Small group example
• Take data (pre and post) focusing on student
  achievement
      improving attendance
      reducing behavior infractions
      improving academic performance
           i.e. 4th grade WASL scores
            Academic domain
Classroom example
• Test taking strategies

   – 3rd grade homerooms


• Meet with your instructional leaders
Add a pre and post test to an existing
               lesson
       Personal/social domain

EMOTIONAL BINGO
•   Vocabulary pre and post test
    of feeling words


     Western Psychological Services
         More “baby” steps…
• Keep your own quarterly data of interventions
• Cosmeo.com – videos that address variety
  issues includes pre and post tests
• Check out Trish Hatch’s site often for ideas
• Review your schools performance on
  standardized test – choose one and implement a
  plan for improvement
           Refining your program

• S-t-r-e-t-c-h to include all domains
• Publish your schedule/calendar
     • Staff, students, families
• Advisory council
• Leadership team
• Principal Agreement
It’s a work in progress…
The time for change is

              now…

 The way we do business must
  change fundamentally and
        immediately.
         Trish Hatch
In closing…
              • Give yourself permission
                to make mistakes

              • Keep cheerful attitude

              • But just DO it!!!
   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 the lifetime of
                this planet.

                 John F. Kennedy
“We need to be the change
 we want to see happen.
   We are the leaders
we have been waiting for.”

                      – Gandhi
                       References

American School Counselor Association (2004). The ASCA
National Model Workbook. Alexandria, VA: Author.

Hatch, Trish

Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The impact of more
fully implemented guidance programs on the school experience of
high school students: A statewide evaluation
study. Journal of Counseling and Development 75, 292-302.
                       Contact Info
• Edward Judie, Director of Student Services
  253-583-5515, ejudie@cloverpark.k12.wa.us

• Daniel Million, Clover Park High School
  253-583-5524 dmillion@cloverpark.k12.wa.us

• Angie Swaim, Lakes High School
  253-583-5587 aswaim@cloverpark.k12.wa.us

• Susie Sarachman, Woodbrook Middle School
  253-583-5460 ssarachm@cloverpark.k12.wa.us

• Karen Reynolds, Evergreen Elementary
  253-583-5250 kreynolds@cloverpark.k12.wa.us

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:7
posted:8/1/2012
language:English
pages:76