Recognized ASCA Model Program Application (the RAMP application)

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Recognized ASCA Model Program Application (the
RAMP application)

• Mesa Public Schools Elementary Counselors

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The ASCA National Model of School Counseling

• People have wondered
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What do school counselors DO?
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Recent Trends in Education

• Education reform movement
• Accountability
• Standards-based movement
• High-stakes testing
• Achievement gap equity and access
• Block grants
• Emphasis on improving school safety
• Vouchers
• Performance, not entitlement

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From Entitlement to Performance

• From a program that
• Focuses generally on the number of activities
• Measures the amount of effort
• Attends to the process of doing work
• Works to maintain the existing system

• To a program that
• Focuses on outcomes and improved results
• Measures impact related to goals
• Attends to goals, objectives, and outcomes
• Changes and adapts to be more responsive

Source McGowen, P. Miller, J., Changing the
Entitlement Culture, The American School Board
Journal, August 1999, p.43
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From Entitlement to Performance

• From counselors who
• Focus on good intentions
• Talk about how hard they work
• Generally feel little need to change their
  behavior or approach

• To counselors who
• Focus on accomplishments
• Talk about effectiveness
• Know their future rests on accomplishments
• Communicate goals and objectives

Source McGowen, P. Miller, J., Changing the
Entitlement Culture, The American School Board
Journal, August 1999, p.43
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The old question was
What do counselors do?
The new question is
How are students different because of the school
counseling program?
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The ASCA National Model
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Recognized ASCA Model Programs (RAMP)

• The purpose of the RAMP award is to recognize
• Exceptional ASCA Model Programs that are
  comprehensive in scope, preventative in design
  and developmental in nature
• Programs that reach every student and are driven
  by data.
• Programs that focus on knowledge, skills and
  attitudes needed for successful academic
  achievement, career development, and
  personal/social growth
• Programs where the counselors time is spent in a
  way that maximizes the benefits that every
  student is able to receive from the program.

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Components of the RAMP application

• 12 components that are evaluated on a rubric
  system. Applications must receive 54/60 points
  to be designated as a RAMP School.
• Components include
• Foundation- Mission Statement, Philosophy
  Statement, Standards/Competencies, and School
  Counseling Program goals.
• Delivery System- Classroom Guidance curriculum
  and Small-group curriculum
• Management- Calendars, Counselor/Principal
  Agreement, Advisory Council
• Accountability- Guidance Curriculum Results
  Reports, and Closing the Gap Results Reports

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Why RAMP your program?

• Based on the ASCA National Model, the RAMP
  designation
• Identifies your school as an exemplary
  educational environment.
• Increases your skills and knowledge of school
  counseling.
• Helps you evaluate your program and areas for
  improvement.
• Enhances your programs efforts toward academic
  achievement and student success.
• Gives you the confidence that your program aligns
  with a nationally accepted and recognized model
  of school counseling as well as aligning with
  your school and districts goals and objectives.

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Christa Petersen

• Alma Elementary School
• Mesa Public Schools

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GOAL 190 of sixth grade students will
participate in Career Guidance units during the
fall semester (2008), and will demonstrate an 80
mastery in attainment of skills relating to
career goals that include identifying career
plans, options, interests and skills exploring
entry level opportunities and evaluating
educational requirements.

• Interventions
• Career Guidance Unit including 10 classroom
  lessons per 6th grade classroom.

• Results
• 92.5 of sixth grade students demonstrated an 80
  mastery in the attainment of skills and knowledge
  relating to career goals that included
  identifying career plans, options, interests and
  skills exploring entry level opportunities, and
  evaluating educational requirements.

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GOAL 275 of the students who missed 10 or
more of school during the 2007/2008 school year
will increase their attendance to at least 90
daily average attendance during the 2008/2009
school year. (Target group 21 students)

• Interventions
• Small-Group curriculum, Individual counseling and
  Goal setting, Parent informational letters and
  Parent conferences.

• Results
• 76 of students in the target group met the
  attendance goal of an average daily attendance
  percentage at 90 or above at the end of the
  first semester, resulting in an average increase
  of 4.7 in daily attendance for each student.

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GOAL 380 of 4th grade students designated as
approaches on the 2008 AIMS test in reading
will increase their knowledge of effective study
skills and test taking strategies and behaviors
that lead to successful learning.

• Interventions
• Targeted 4th grade study skills/reading
  small-group curriculum, after-school tutoring

• Results
• 87.5 of students reported an increase in the
  knowledge of effective study skills and test
  taking strategies and behaviors that lead to
  successful learning. Average increase for the
  group was 17.5

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Rebecca Fisher

• Johnson Elementary School
• Mesa Public Schools

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GOAL 14th grade students designated as
approaches on the 2008 AIMS test in reading
will increase their knowledge of effective study
skills and test taking strategies by 50

• Interventions
• Targeted 4th grade study skills/reading
  small-group curriculum

• Results
• 72 of the targeted 4th grade students showed
  overall improvement in their study skills,
  test-taking and time management skills.

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GOAL 250 of 6th grade students will be able to
identify the skills relating to a career goal
that include identifying career plans, options,
interests and skills along with evaluation
educational requirements.

• Interventions
• Classroom guidance lessons focusing on careers,
  career plans, interests, skills and educational
  requirements.

• Results
• 56 of the 6th grade students were able to
  identify an individual career goal, plans,
  interests and skills, and educational
  requirements needed for that career.

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GOAL 3Decrease the number of 3rd, 4th and 6th
grade students sent to the schools
Responsibility Room for either academic or
behavioral issues (friendship, anger) by 40 and
to increase their study skills, organizational
skills and skills related to appropriate
classroom behavior by 40.

• Interventions
• Selected students participated in small group
  curriculum lessons.

• Results
• 3rd grade has shown a 28 increase over last
  year, 4th grade has shown a 22 increase over
  last year, 6th grade has shown a 31 decrease
  over last year.

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Jacelyn Brand

• Irving Elementary School
• Mesa Public Schools

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GOAL 175 of students who missed 5-9 of 1st
quarter will improve attendance by 1 by the end
of 2nd quarter

• INTERVENTIONS
• Individual student meetings
• Classroom guidance lessons
• Parent/teacher conferences.

• RESULTS
• 75 increase 1 or
• Average increase 3.4
• Outliers

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GOAL 2Identified 5th grade students will
increase knowledge of study skills by 50.
Teacher perceptions will improve 25

• INTERVENTIONS
• Small Group Counseling
• 6 sessions

• RESULTS
• Teacher Perception Data
• Student Study Skills Knowledge Data

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GOAL 3To decrease discipline reports by 10 for
the 2008-2009 school year as compared to reports
from the 2007-2008 school year.

• RESULTS
• 2007-2008 1st Semester 90
• 2008-2009 2nd Semester 49

• INTERVENTIONS
• Classroom Guidance Lessons
• Communications Unit
• Responsibility Lessons
• Conflict Resolution Lessons
• Small Group Counseling
• Playground Pals

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Jeni Nye

• Holmes Elementary School
• Mesa Public Schools

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GOAL 146 students who missed 10 or more of
school in 2007/2008 and/or who missed 15 or more
of school by 9/18/09 will increase their
attendance to 90 or better during the 2008/2009
school year.

• Interventions
• Small group curriculum, Individual counseling and
  goal setting, parent informational letters,
  newsletter articles and Alarm Clock Grant
• Results
• 55 of targeted students increased their
  attendance to above 90 for the first semester of
  the 2008/2009 school year. School wide average
  daily attendance percentage improved from 95/8
  in 07/08 to 96.25 in the first semester of
  08/09, an improvement of 1.25

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GOAL 218 fourth grade students designated as
approaches on the 2008 AIMS test in reading
will increase their knowledge of effective study
skills and test taking strategies by 30.

• Interventions
• Small group curriculum, Mentoring, Individual
  counseling and goal setting, Parent informational
  letters, Parent conferences.
• Results
• 88.8 of students raised or maintained mastery on
  their knowledge of study skills and test taking
  strategies by 30 or more. 100 of students
  achieved mastery on their knowledge of study
  skills and test taking strategies as shown by the
  post assessment scores.

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GOAL 395 of current 6th grade students will
successfully complete a career guidance unit and
improve their skills relating to personal career
goals, interests, abilities and career facts such
as academic preparation, job description, and
salaries.

• Interventions
• Career guidance unit taught in classrooms, Career
  Luncheon with Mentors.
• Results
• 97.23 of students in the 6th grade completed a
  career guidance unit, compiling a career guidance
  folder and improved their skills relating to
  personal career goals, interest, abilities and
  career facts such as academic preparation, job
  description, and salaries by 55.

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Questions????