INTEGRATING THE ASCA MODEL

1
101
N A V I G A T I O N

• INTEGRATING THE ASCA MODEL
• AND NAVIGATION

2
ASCA NAVIGATION 101
ACCOUNTABILITY Data Collection
MANAGEMENT SYSTEM Navigation team Results Scope
Navigation based on ASCA standards FOUNDATION
ASCA-based curriculum DELIVERY SYSTEM
3
BASED ON RESEARCH

• American School Counselor Association (ASCA)
  National Model
• Breaking Ranks II, NASSP
• Developing Managing Your School Guidance and
  Counseling Program
• Gysbers Henderson

4
FIVE KEY ELEMENTS
1. Personalizing Curriculum-Delivered Advisories
2. Planning Portfolios
5. Evaluating Data
3. Demonstrating Student-Led Conferences
4. Empowering Student-Driven Scheduling
5
NAVIGATION PHASES
PLANNING Establishing a vision
SYSTEMS EVALUATION ADJUSTMENTS
DESIGNING Outlining the 5 Key Elements
ENHANCING Customizing Navigation
IMPLEMENTING Training, supporting, communicating
6
WHAT IS A SCHOOL COUNSELING PROGRAM?

• Comprehensive in scope
• Preventive in design
• Developmental in nature
• Integral part of the total educational program

7
WHO ARE WE? HB 1670

• Section 2 A school counselor is a professional
  educator who holds a valid school counselor
  certification as defined by the professional
  educator standards board. The purpose and role
  of the school counselor is to plan, organize, and
  deliver a comprehensive school guidance and
  counseling program that personalizes education
  and supports, promotes, and enhances the
  academic, personal, social, and career
  development of all students, based on the
  national standards for school counseling programs
  of the American School Counselor Association.
• Approved by the Governor, April 21, 2007

8
ASCA NATIONAL MODEL

• ASCA has created a National Model for School
  Counseling Programs
• Connects school counseling with educational
  reform
• Emphasizes student achievement and success

9
THE RESEARCH ON COMPREHENSIVE GUIDANCE

• Students earn higher grades
  (Lapan, Gysbers Sun, 1997)
• Their education better prepares them for the
  future (Lapan, Gysbers Sun, 1997)
• Their schools have a more positive climate
  (Lapan, Gysbers Petroski, 2001)
• They have positive relationships with teachers
  (Lapan, Gysbers Sun, 1997)
• They feel safer in school
  (Lapan, Gysbers Petroski, 2001)
• Counselors spend more time with students,
  parents, and teachers (Lapan, Gysbers Blair,
  1999)

10
GUIDANCE PROGRAM ELEMENTS
ORGANIZATIONAL FRAMEWORK
Human Resources Counselors Teachers
Administrators Parents Students Community
members Business Labor Partners Financial
Resources Budget Materials Equipment Facilities Po
litical Resources School Board
Policies National, State Local Laws Rules
Regulations Local School District Administrative
Guidelines Professional Association Statements
Ethical Standards
Guidance Curriculum Structured Groups Classroom
Presentations Individual Planning Appraisal
Educational Occupational Planning
Placement Responsive Services Individual
Counseling Small Group Counseling Referral,
Consultation System Support Program
Management Program, Personnel Results
Evaluation Fair-share Responsibilities Professiona
l Development Staff Community
Relations Consultation Committee
Participation Community Outreach Research
Development
Mission/Philosophy Program Management Program
Support Advisory Committee Program Resources and
Facilities Staffing Patterns Budget
Academic Development Career Development Personal
Social Development (Community Involvement)
11
GUIDANCE CURRICULUM
?

• PURPOSE
• Student awareness
• Skill development
• Application of skills needed in everyday life
• ACTIVITIES
• Groups
• Classroom Presentations

Navigation 101 Advisories, Portfolios,
Student-led Conferences
Provides guidance content in a systematic way to
all students K-12
12
DO YOU SEE POSSIBILITIES

• In your counseling team?
• In your school?
• In your district?

13
INDIVIDUAL PLANNING
?

• PURPOSE
• Educational and career planning
• Decision making
• Goal setting

Navigation 101 Advisories, Appraisal,
Educational Occupational Planning, Placement,
Portfolios, Student-led Conferences
Assists students in planning, monitoring, and
managing their personal development
14
DO YOU SEE POSSIBILITIES

• In your counseling team?
• In your school?
• In your district?

15
RESPONSIVE SERVICES
?

• PURPOSE
• Prevention
• Intervention
• ACTIVITIES
• Individual Counseling
• Small Group Counseling
• Consultation
• Referral
• Core Team Tiered Intervention

Navigation 101 Advisories link to tiered
intervention
Addresses the immediate needs and concerns of
students
16
RESPONSIVE SERVICES TOPICS

• Divorce
• Suicide
• Family Issues
• Relationships
• Stress
• Depression
• Abuse
• Coping
• Drug Abuse
• Academic Concerns
• Dropout Prevention
• Loss
• Truancy

17
DO YOU SEE POSSIBILITIES

• In your counseling team?
• In your school?
• In your district?

18
SYSTEM SUPPORT

• PURPOSE
• Program delivery
• Program support
• ACTIVITIES
• Program Management
• Fair-share Responsibilities
• Professional Development
• Consultation
• Committee Participation

?
Navigation 101 Implementation Team,
Student-driven Scheduling, Staff Community
Relations, Research Development
Includes program, staff, and school support
activities and services.
19
DO YOU SEE POSSIBILITIES

• In your counseling team?
• In your school?
• In your district?

20
CHALLENGES TO THE ASCA MODEL

• The weight of tradition
• Resistance to change
• Burden of non-school-counseling-related tasks

N. Gysbers, ASCA School Counselor, Nov/Dec 2005
21
OVERCOMING TRADITION

• Embed your current approach to program and
  services delivery within the comprehensive
  program

22
EMBEDDING NAVIGATION
School Improvement Planning (CSIPs)
School Board Policy
23
RECKON WITH CHANGE

• Realize that change is not a one-time event but
  continuous
• Districts and schools must build in sufficient
  time and other resources to support the change

24
FOCUS ON TIME-ON-TASK

• Write down the program!
• Calendar planned activities and services covering
  the four components
• Streamline school counselor involvement in
  inappropriate tasks
• Displace inappropriate activities

25
THE EDUCATION TRUST

• Dont accept good enough. At every level,
  there are schools serving low-income and minority
  children that are performing at high levels.

Counselors can and must be agents of change.
26
POWER AND SCHOOL COUNSELOR LEADERSHIP ROLES

• Position or Jurisdictional Power HB 1670 states
  that school counselors are to plan, organize and
  deliver CSCPs.
• Referent or Relational Power Because of our
  training in facilitative skills, we can influence
  others through positive relationships.
• Caring Power It is difficult to deny a
  passionate educator who is advocating to level
  the playing field for all students.
• Transformational or Developmental Power By our
  involvement with school improvement teams we can
  enhance their effectiveness.

27
POWER AND SCHOOL COUNSELOR LEADERSHIP ROLES

• Connection Power We need to connect with those
  in the position to positively influence the
  future.
• Reward Power We can recognize those who support
  Navigation and CSCP goals.
• Expert Power If we know what we are talking
  about, others will respect our expertise
• The Transformed School Counselor, Stone, C.
  Dahir, C,2006

28
COMPREHENSIVE GUIDANCE

• Supports the needs of all students
• Enhances academic success
• Provides for student individual and occupational
  planning
• Promotes a positive and safe learning environment
  
• Provides for program accountability

29
NEXT STEPS CHECKLIST
Borrowed from OR State Frameworks
30
REMEMBER

• Developing a CSCP program and Navigation 101 is a
  multi-year journey.
• Both programs come from the same source the
  ASCA model.
• You are not alone! Collaborate!

31
RESOURCES

• Mike Hubert (mike.hubert_at_bsd.wednet.edu)
• Chris Swanson (chris.swanson_at_bsd.wednet.edu)
• Your WSCA leadership
• Washington School Counselor Association
  (http//www.wa-schoolcounselor.org/)
• American School Counselor Association
  (http//www.schoolcounselor.org)
• The Education Trust
• (http//www2.edtrust.org)

32
N A V I G A T I O N
101