Perception Survey: Do you have the ASCA Implementation Guide?

I have written before about the need for ALL school counselors to have these 4 guides to implement the ASCA National Model with fidelity. The latest release the "ASCA National Model Implementation Guide" is an absolute must if you are planning to apply for RAMP. I am a RAMP reviewer and was very disappointed reviewing the applications of 4 schools this fall because it did not seem that any of them had looked at the Implementation Guide. It is very useful to help school counselors develop brief high quality perception data surveys. Perception data is what informs us if students acquired the skills, knowledge, and beliefs of our target learning objectives (based on the ASCA Mindsets and Beliefs). My colleagues frequently complain that surveys take up a whole lesson but ASCA encourages to measure a few things well not give students long assessment instruments. I only pre-post a few units at each grade level annually but I try to gather quality perception data for each lesson or small group session. Below is an example of a Post-Survey I used after teaching a third grade Second Step tier 1 lesson. This would have to be modified if you wanted Pre-Post data because they would not have seen the stimulus. You could ask the last 3 questions Pre-Post if you are required to do that for every lesson. You could also do an informal pre-assessment by just a show of fingers (1 never to 4 almost always) "Do you think showing compassion makes the person doing it feel better?" The Implementation Guide stresses to use an even scale and not give students a middle (unsure) choice. This sample survey is completed by 80% of students in 5 minutes (there are always a few that need more time). It is important to give clear directions before students complete this type of survey if they are not used to scaling questions. This will speed up if you routinely assess knowledge, skills, and beliefs as recommended in the Implementation Guide.

Perception Data Series

 

I am passionate that all school counseling programs implement the ASCA National Model with fidelity so that all students have the benefit of a comprehensive counseling program.  I believe that all counseling offices should have the 4 books shown above on their shelves and they should be used to guide program development and implementation. I have been a counselor educator, supervisor, mentor, and practicing school counselor since before the Model was developed. I am sorry to say that many counselors still do not understand data; therefore, they cannot answer critical questions: 1) Do you know the needs of your students? 2) Can you advocate for the needs of your students? 3) Is your program meetings the needs of your students? and 4) How are students different as a result of what you do? Most counselors are good at collecting Process Data "What you did for whom?" Outcome Data showing impact of what counselors do on attendance, behavior, and achievement is not available for everything counselors do but it is the data that answers "So what?" Perception Data can and should be collected for all aspects of the counseling program so we can say "How are students different because of school counselor involvement?"

Perception data requires counselors to plan and develop the tools they need to measure the impact of what we do. I was asking a presenter at the ASCA Conference about the perception data for the study being shared and the response I got was, "What do you mean by perception data?" As a RAMP reviewer I have seen applicants struggle on several components because they did not have good perception data that would provide evidence their program was effective. I attended 5 presentations at the ASCA Conference that mentioned perception data. ASCA is trying to make it clear that it is not meaningful to ask participants if they enjoyed the activity or believed it was beneficial. Counselors need to assess attitudes, skills, and knowledge before and after activities. Unless counselors construct good perception measures that are easy to administer, score, and analyze there won't be worthwhile accountability data to report. 

Implementation Guide

At the 2016 ASCA National Conference the Implementation Guide was released and immediately flew off the shelves of the ASCA Bookstore. This manual came about based on the experiences of the RAMP lead reviewers to clarify all to components of the National Model. Each component is explained in detail and examples are given. My favorite part of the Guide is the Do's and Don'ts for each section. For example, in the ASCA Mindsets and Behaviors if says Do use the Mindsets & Behavior standards to focus your interventions and measurements; Don't attempt to cover all the Mindsets & Behaviors at every grade level. If you want your program aligned with the ASCA National Model and especially if you plan to apply for RAMP this book belongs in your office. It is now available in the online catalog https://asca.catalog .

Group Process Data

We have gone through the RAMP process twice and part of the group component is compiling a complete list of groups, numbers of students, and numbers of sessions. I keep this form on my Desktop and update it each time I begin and end a group during the school year. At the end of the year I have the data I need for Results Reports and the Annual Report I compile on my program and share via my school webpage and with the Advisory Council. 

RAMP Reviewer

 I spent most of my "free" time the last 4 days reviewing RAMP applications.  My school Re-RAMPed last year and all schools who RAMP are offered the opportunity to have one counselor be a reviewer the following year. I was happy for the opportunity to try on the perspective of the reviewer rather than the counselor whose application is being reviewed.  I was pleased I got a chance to review both schools that are attempting to Re-RAMP and those submitting for the first time.  I also got to review applications from all 3 levels. You can't review any submissions your own state to make it less likely you would know the applicants. The applications are reviewed by 3 reviewers then the reviews go to a lead reviewer who oversees two teams.  It is a very labor intensive process of volunteers.  I do believe the RAMP process has greatly contributed to making school counseling programs better.  My district now has 4 schools who have successfully RAMPed.  I am hoping after serving as a reviewer, I will be in a better position to help other counselors in my district who want to go for RAMP.

Counseling Advisory Committee

Even though we don't go back to school until after Labor Day I have been getting my "advisory council" organized.  I asked, and they agreed, two new teachers to serve and 3 will return.  We have 2 parents returning and we will recruit 2-3 more when I return in 2 weeks.  We try to have about 1/3 of the committee be new each year.  We are fortunate to have most of our parent members with mental health related field backgrounds. We also try to invite at least two minority parents since our staff is 90 percent Caucasian. We also invite two fifth grade student representatives who are SCA officers. We have always met once a quarter. That keeps the committee in the loop all year but is not a huge burden. We meet before school and the meetings are only 40 minutes long ( and then we generally debrief with the parent members for about 10 minutes longer).  The first meeting of the school year is always in October (then December, February, and April).  We propose draft counseling program goals and solicit other ideas for the year.  We also share the evaluation results from the previous school year.  For example, suggestions for books for our parent-staff book discussion.  Each subsequent meeting we update the committee on the goals. I sent out tentative dates for approval by our administrators.  Officially both our Principal and Assistant Principal are on the committee but they take turns actually attending. We send out an agenda before each meeting with handouts and follow--up with minutes about a week after each meeting. Last year a big part of the Committee's work revolved around our applying to Re-RAMP.

SMART Counseling Program Goals

Here are the SMART Goals we set the past 2 years:

2012-2013

Goal 1 By the end of the 3rd quarter of the 2012-13 school year, identified 4^th grade students (failed one or more SOL in grade 3 and/or received low grades 1^st quarter) will increase their report card grades (GPA in core subjects and work skills) by 10%.

Goal 2 By the end of the 2012-2013 school year, the number of documented bullying incidents reported and coached by staff involving 3^rd-5^th grade students will decrease by 3% compared to the 2011-12 school year.

Goal 3 By the end of the 3^rd quarter of the 2012-13 school year, chronically tardy students (3 or more unexcused tardy arrivals) will decrease their number of unexcused tardy arrivals by 5% compared to the 1^st quarter.

2013-2014

Goal 1 By the end of the 3^rd quarter of the 2013-2014 school year, identified 4th and 5^th grade students (failed at least one Standards of Learning (SOL) the previous year, scored below benchmark in writing/math/reading assessments, and/or received low grades 1^st quarter) will increase their report card grades (GPA in core subjects and work skills) from first to third marking period by 8%.

Goal 2 By the end of the 2013-2014 school year, the number of documented bullying incidents reported and coached by staff involving 2^nd-5^th grade students will decrease by 2% compared to the 2012-13 school year.

Goal 3 For the 2013-2014 school year, average attendance rate will improve from 96.2% to 96.5%.

In 2012-2013 we were successful in all 3 goals. In 2013-2014 we did not meet goals 1 & 2; we did meet goal 3. We struggled to get the data for goal 1 because we had a new information system in place. It is very hard to impact grades (seem out of our control). Unfortunately we had a slight increase in bullying incidents that were documented and coached.  We track bullying incidents very carefully and with our school's growing population it is hard to decrease the number of incidents. We worked very hard on attendance this year to try to improve our school's culture that coming to school every day on time unless a child is sick (or at a medical appointment or family emergency) is important.

It is hard at the elementary level to set goals that have outcome data, as required in the ASCA Model (Third Edition). I'd love comments about the goals you set for your programs.

Pictures from ASCA 14

Mrs. Obama addressing school counselors.

Me receiving our Re-RAMP certificate from ASCA President.

RAMP Banner

Our school division gave each of the 4 schools in our district that achieved RAMP this year these large yellow banners to publicize our program's success!

Re-RAMPed

Last summer I posted about each one of the components as I wrote up the application to submit for RAMP a second time. The first time we achieved easily, but this time, under the Third Edition, we did not get 54 points when we submitted and had to redo most of our components and resubmit to achieve.  As the only full-time counselor at my elementary school, I have worked on RAMP with 3 different part-time counselors over the past several years. Both times I documented every detail of my program for the year, but did most of the writing in the summer. Our school is 700 students so during the school year between planned parts of our program and crisis response we are in survival mode most days. I am satisfied to achieve again.  It does give me satisfaction to know that a panel of reviewers verified that we have an exemplary program. 

Re-RAMP

RAMP designations are good for three years which goes by fast! At the end of that time, to remain a RAMP school, you must reapply. Re-RAMP applications are also due Oct. 15.

To reapply, complete the regular online RAMP application AND include your response to this final question:

“What impact has a high-quality, comprehensive school counseling program had on your school and students? Select one area for which you have collected data for the previous three school years and include a results report demonstrating the impact your program has had during that time. Relevant information and documentation must be included.”

ASCA really wants to know how RAMP school are doing. This component will not factor into the final score but is required for the application to be reviewed. I plan to use my school's bullying program for the one area we have collected data on for the past 3 years. I will be honest, I thought long and hard before I decided to Re-RAMP this year because of the change to the third edition.  It has taken almost as much work to work on Re-RAMP as it did initially.  I also have a different part-time counselor so there was a steep learning curve for her too.  Last year we made the decision to collect all the data.  We worked hard to get the first 7 components written up before school got out in June.  I am glad we did because in July my part-time counselor took a job for next year in a high school.  I have paced myself this summer working on writing up the other 5 components.  I have not started to work on the Re-RAMP narrative but I have the data. If anyone is doing Re-RAMP this year at the elementary level, please leave a comment.  I am curious if others are finding doing it under the new edition as challenging as our school...

Component 12 - Program Evaluation Reflection

This component is all about the four themes of leadership, advocacy, collaboration and systemic change. The question is: "How does your school's comprehensive school counseling program use leadership, advocacy and collaboration to create systemic change for the benefit of students?" The response can be a three-five minute video or audio file or a written 500-1,500 word essay.  Think of the 5 paragraph essay model we use in elementary schools for students to respond to prompts.  You should include a variety of examples with specific examples (data).  The focus should be on systemic change related to achievement, attendance, and behavioral change.  Be sure to connect your response back to school data and the counseling program goals.
It is important to really read carefully and digest the new information in the third edition about the 4 theme's.  I suggest viewing The ASCA National Model: Theme's and Foundation webinar Tammi Makeben does an excellent job of walking the viewer through the new research that has been added to the Model book to clarify the 4 themes.

Component 11 - Closing-the-Gap Results Report

Closing-the-gap activities address academic or behavioral discrepancies that exist between student groups.  The closing-the-gap results report is clearly tied to school counseling program goals.  The counselor should have a lead role in the initiative although others can be involved as well.  It should be an appropriate activity for a counselor (sunshine group for students who are chronically tardy, not a remedial reading group).  The report must include process, perception, and outcome data.  Frequently Closing-the-Gap Results Reports only address perception or outcome data, not both. If you are confused by this watch the excellent webinar on the ASCA site by Dr. Hartline on Accountability. It is okay if differences were not achieved but in next steps you must say how these results will lead to improvements in the counseling program.  Remember to use data (numbers not just summary statements.

Component 10 - Small Group Responsive Services

This component requires the school to document all small groups conducted during the school year (4-10 sessions) that address a broad variety of student needs (process data).  It also requires detailed session plans for one of the small groups; and a completed small group results report for the highlighted group that must include process, perception, and outcome data.  I suggest you pick a group that links directly to one of the school counseling program goals.   You want to select a group with highly developed activities that make it likely that members will achieve the session objectives.  Perception data is often directly tied to objectives or competencies.  I suggest you submit samples of student work showing the reviewer that the group actually happened.  You can submit a GRIP report as supplementary material to further show the group's impact (graph is included in GRIP).  Make sure in the narrative to make it clear why this group was led, how members were chosen, why a particular counselor led the group, and how the groups results will inform future school counseling groups.  If possible I suggest group members develop individual goals for the group because it personalizes student learning.

Component 9 - School Counseling Core Curriculum: Results Report

This component is designed to demonstrate the effectiveness of the school counseling classroom activities and inform program improvement.  The results report summarizes the three exemplary classroom lessons for component 8.  You must use all 3 types of data: process, perception and outcome data.  The narrative should include reflection and insights to what worked and did not work.  This reflection should be discussed in terms of how the lessons will lead to improvement in delivery in the future.  The ASCA template for Results Report must be used.  The data should tell the story of what worked and where improvements need to happen in the future.  I encourage you to PDF copies of actual student work products to give the reviewers a clear idea of how students responded to the lessons activities.   For example, if at the end of a lesson you had each student write and exit ticket showing mastery of the objective, submit a copy of one student's work.  If you used a rubric to score a work product, submit a copy of that as supplementary evidence.

Component 8 - School Counseling Core Curriculum Action Plan and Lesson Plans

The school counseling core curriculum action plan provides details as to how the school counselors will efficiently and effectively deliver the school counseling program.  I personally find the template a bit of a challenge but you must use it to RAMP.  This is a curriculum plan implemented through direct instruction, team teaching or coordination with other educators. The competencies are taught using a variety of curriculum materials and activities.
You must also use the ASCA lesson plan template.  The lessons for RAMP should use school data and be directly linked to the vision, mission, and goals.  Of course the lessons list the ASCA Student Standards, competencies, and indicators.  The lessons need to be very well developed and highly likely to result in student mastery of the selected standards and competencies.  The lesson plans must include a plan for evaluation that addresses process, perception and outcome data.  Make absolutely sure you understand the differences.  You don't need lessons from each counselor, just 3 that meet the criteria.  The narrative must describe how the counselors decide what to deliver, to whom, how to deliver it, and the evaluation process.

Component 7 - Calendars

The annual calendar informs parents, teachers, and administrators about school counseling activities that have an impact on all students as well as stakeholders.  This calendar must reflect the program goals and activities on the school counseling core curriculum action plan.  Two weekly calendars for each school counselor, one from each semester, must be submitted that are highly detailed and correlate with percentage of time allocated in the annual agreement.  The weekly calendar must be clearly coded so direct and indirect services are clearly communicated. If for some reason the weekly calendar you submit for RAMP does NOT match the estimates in the annual agreement, you need to provide an explanation in the narrative.  We go ahead and calculate the percentages for the reviewers and submit this information in the supplementary materials. The narrative describes how the counselors use and adjust the calendar as needed based on situations that arise during the school year.  Our annual calendar is shared with the advisory council at the first meeting.  It is posted on our web page, hung in the counselor's offices, and distributed to administrators and central office supervisor.  Our weekly calendars are kept in Outlook which is the email and calendar system our district uses.  We color code the types of services are periodically calculate percentage of time. We revise our annual calendar each semester to bring it up-to-date with services and events.  We update our weekly calendars daily because it is very easy to do.  We print them out weekly and use to calculate the services we provide.

Component 6 - Advisory Council

The advisory council is a representative group of stakeholders (parent, staff, administration, students, and community) selected to review and advise on the implementation of the school counseling program.  This component requires a list of the members and positions, agendas and minutes from at least two meetings.  To score in the strong or exemplary range, the council must be solely focused on the school counseling program.  The council must be school-specific and not created solely for RAMP.  The narrative provides a detailed explanation of how the council was developed and how it guides the program.  For example, councils may: advise on program goals, review program results, make recommendations, engage in public relations, and advocate for funding and resources for the school counseling program.  Typically the first meeting of the year the program calendar, goals, and evaluation data from the previous school year would be shared with the council.  The council can also be used to assist in the development of the mission and vision.  My council meets quarterly but RAMP only requires two meetings a year. This was our first year adding students.  We invited our SCA president and one of our 5th grade class representatives.  They were very good about coming, paid attention, and helped us with some public relations (made posters for special events and announcements on our school's TV show and PA).  We will definitely continue to include students to get their perspective and feedback.

Component 5 - Annual Agreement

The Annual Agreement is a management tool that outlines how each counselor will use his/her time, specific responsibilities, reflects the school counseling program's mission and program goals, and identifies areas for professional development. It is created and signed within the first two months of the school year. It stipulates the counselor's caseload and scope of work.  The percentage of time aligns with the recommended use of time with 80% allocated to the delivery of the school counseling program or there is a clear explanation in the narrative why it does not. This document ensures formal discussion and agreement about what the program will look like and how each counselor will be working. Some principals may resist signing the agreement initially because they want the counselor to do tasks during the school day that are non-school-counseling duties.  The agreement may need to recognize that re-assignment of tasks takes time.  For example, if the counselor has been spending time chairing student council, an appointment of a co-chair and a plan for that person taking it over the following year could be noted on the agreement and discussed in the write-up.  Some counselors have used the agreement as a way to lessen the time they are pulled away from the counseling program to proctors tests.  It is very helpful to discuss with the administrator the plan for professional development.  Frequently, school counselors are forced to sit through a lot of teacher professional development when it would be more helpful for them to seek other opportunities that build counseling related skills. It can be very useful if the district has informed principals that it is a system wide decision to implement the ASCA model and this is part of the process.

Component 4 ASCA Student Standards - Competencies and Indicators

In the third edition the standards we used to call ASCA standards were renamed "ASCA Student Standards." The ASCA Student Standards are organized in three broad domains: academic, career and personal/social. Most programs use a combination of the ASCA specific indicators, state school counseling program standards, and local standards as the foundation for classroom lessons, small groups and activities.  Now ASCA is encouraging using other standards as well, such as Framework for 21st Century Learning and the Six Pillars of Character.  Standards we find useful is NOSCA's Eight Components of College and Career Readiness Counseling. In other words in this section you must tell how you selected the ASCA Student Standards that guide your program and what other standards you also use and why. Like the other components they must be linked to the school counseling program's vision, mission and goals.  In the narrative you must address how they are reviewed and revised each year. The ASCA Student Standards: Program Planning Tool can assist you in making sure your program is comprehensive (covers all the competencies).  Some school districts do a crosswalk to the local, state, and ASCA Student Standards which is very useful.