Implementing ASCA in an Urban School Setting

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Implementing ASCA in an Urban School Setting

• Clover Park School District
• Lakewood, WA.

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Turning Point Technology ASCA Survey Demo
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C_U_S_L_R

• O O N E
• E E U V
• U I P U
• I I H A

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pumpkin pie cool whip lemon pie

• ice cream
• meringue
• crust
• nuts

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How many years of school counseling experience do
you have?

• 20-30 years
• 15-19 years
• 6-14 years
• 1-5 years

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Which level do you work with?

• Elementary
• Middle/Jr. High
• High School
• District Office/Admin

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How familiar are you with the ASCA Model?

• Very Familiar
• Somewhat Familiar
• Not at all Familiar

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How often do you use data results to determine
the needs of your students?

• Frequently
• Occasionally
• Not at all

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Have you implemented any aspects of the ASCA
model in your current counseling program?

• YES
• NO
• Planning Stages

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What is the main barrier you have encountered in
implementing the ASCA model?

• Budget
• Time
• Staff Support
• Management Agreement with Administration

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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.

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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

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Demographics continues

• The ethnic ratios are as follows
• Asian American10.0 percent
• African American.18.3 percent
• Hispanic17.7 percent
• Native American1.6 percent
• White.46.1 percent
• Not provided..1.5 percent
• Multiracial..4.8 percent

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Demographics continues

• Free /Reduce Lunch... 63 percent
• Mobility Rate... AYP September October 16
  percent.

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Poverty Challenge
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Five Steps

• The five steps (Framework) necessary for
  implementing ASCA in a school district
• Planning the Program
• Building your Foundation
• Designing the Delivery System
• Implementing the Program
• Making the Program Accountable

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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).

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Planning the Program

• Planning must first be filtered through three
  systemic components before getting started
• Securing commitment
• Getting organized
• Assessing your current program

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Building Foundation

• Beliefs and Philosophical constructs must have
  values assigned and measurable outcomes.

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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.

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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.

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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.

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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.

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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
• Attendance
• Discipline
• Academic performance
• Provides counselors a baseline of measurements
  for determining program effectiveness

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District Strategies

• District strategies which may have a direct
  correlation to increasing student achievement
• Why Try
• Owelus
• Hopeology
• Mentor/tutors
• After School Programs
• Partnerships with city and community
  organizations

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Drop Out Data
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Graduation Data
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Discipline Data

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Discipline Data
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• How do we align our program to meet our student
  needs and what are the schools in Clover Park
  School District doing?

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High School
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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

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Demographics Continued

• 54 Free or Reduced Lunch
• 12 Special Education
• 10 English As Second Language
• Languages spoken 60 (within district)
• 25-30 Military

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What have CPSD Counselors accomplished to date?

• We have done a lot in 4 years to build our ASCA
  foundation

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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

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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

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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

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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

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Step One Planning the Program

• Start with your own building and look at what you
  can implement there!

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Step TwoBuilding 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

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Step ThreeDesigning 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

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Step FourImplementing 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

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Step FiveMaking 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.

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Step FiveMaking 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

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Be PROUD of what you accomplish!
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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

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9th Grade Intervention Results
1st Sem 2nd Sem

• Grade Point Average 13 Increase! 1.42 1.64
  
• Number of Failing Grades 27 Reduction! 63
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Students in the counseling intervention group
improved their GPA and reduced their number of
failing grades!
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Overall Guidance Lesson Results

• 57 of 9th graders in the intervention group had
  less F grades 2nd semester
• 64 of 9th graders in the intervention group
  raised their GPA during 2nd semester

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Middle School
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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

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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

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Mapping ASCA for Administration
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Connecting ASCA, School, and District Goals and
Initiatives
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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

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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?

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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

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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!)

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Ah has

• 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.
  

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Elementary School
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The three year plan

• Implement one action plan in each of the 3
  domains
• Career
• Academic
• Personal/Social
• Implement one responsive services small group

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Focusing on the student achievement data

• Attendance
• Discipline
• Academic performance

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Personal Behavior Respects Others. Respects
Property.. Obeys School Rules... Accepts
Responsibility.. Demonstrates Self-Control  
Work and Study Skills Listens Attentively. Fo
llows Directions. Uses Time
Effectively... Organizational
Skills. Completes Homework on Time.  
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Beginning and beyond

• Initial steps

• advanced

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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

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Academic domain

• Classroom example
• Test taking strategies
• 3rd grade homerooms
• Meet with your instructional leaders

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Add a pre and post test to an existing lesson
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Personal/social domain

• EMOTIONAL BINGO
• Vocabulary pre and post test
• of feeling words
• Western Psychological Services

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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 Hatchs site often for ideas
  
• Review your schools performance on standardized
  test choose one and implement a plan for
  improvement

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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

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Its a work in progress
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• The time for change is

now
The way we do business must change fundamentally
and immediately. Trish Hatch

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In closing

• Give yourself permission to make mistakes
• Keep cheerful attitude
• But just DO it!!!

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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
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• We need to be the change
• we want to see happen.
• We are the leaders
• we have been waiting for.
• Gandhi

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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.
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Contact Info

• Edward Judie, Director of Student Services
  
  253-583-5515, ejudie_at_cloverpark.k12.wa.us
• Daniel Million, Clover Park High School
  
  253-583-5524 dmillion_at_cloverpark.k12.wa.us
• Angie Swaim, Lakes High School
  
  253-583-5587 aswaim_at_cloverpark.k12.wa.us
• Susie Sarachman, Woodbrook Middle School
  253-583-5460
  ssarachm_at_cloverpark.k12.wa.us
• Karen Reynolds, Evergreen Elementary
  
  253-583-5250 kreynolds_at_cloverpark.k12.wa.us