INTEGRATING THE ASCA MODEL

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N A V I G A T I O N

• INTEGRATING THE ASCA MODEL
• AND NAVIGATION 101
• Washington School Counseling Association
• 2008
• Co-Presenters
• Becky Ballbach President, Washington School
  Counselor Association
• Mike Hubert Counseling Guidance Coordinator ,
  Navigation 101

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CREATING OUR NEW REALITY

• At the heart of a learning organization is a
  shift of mind from seeing ourselves as separate
  from the world to connected to the world, from
  seeing problems caused by someone or something
  out there to seeing how our own actions create
  the problems we experience. A learning
  organization is a place where people are
  continually discovering how they create their
  reality. And how they can change it.
• - Pete Senge

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Forces at work creating our new reality
Schools Districts Developing Implementing
Navigation 101
21st Century Needs of Kids
WSCA Road Map
Navigation A comprehensive framework for
guidance counseling in WA State
Strong WSCA Leadership
The WSCA /OSPI /Navigation 101 White Paper
RCW 28A.410.043
Professional orgs., legislators, The Ed Trust,
OSPI, and other state agencies
OSPI Navigation 101 Leadership
Schools Districts Developing Implementing
CSCPs
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ASCA NAVIGATION 101
ACCOUNTABILITY Data collection Grading rubrics
MANAGEMENT SYSTEM Implementation
teams Results Scope
ASCA-based curriculum Student-led
conferences DELIVERY SYSTEM
Navigation 101 based on ASCA
standards FOUNDATION
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BASED ON RESEARCH

• American School Counselor Association (ASCA)
  National Model
• Breaking Ranks II, NASSP
• Developing Managing Your School Guidance and
  Counseling Program
• Gysbers Henderson
• And the foundational work of exemplary school
  counseling programs in Utah, Oregon, Arizona, and
  Missouri

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FIVE KEY ELEMENTS
Plus 1 Emerging
1. Personalizing Curriculum-Delivered Advisories
2. Planning Portfolios
5. Evaluating Data
Responsive Services
3. Demonstrating Student-Led Conferences
4. Empowering Student-Driven Scheduling
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HB 1670 RCW 28A.410.043

• 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
• supports, promotes, and enhances the academic,
  personal, social, and career development of all
  students
• And is based on the national standards for school
  counseling programs of the American school
  counselor association.

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WHAT IS A SCHOOL COUNSELING PROGRAM?

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

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ASCA NATIONAL MODEL

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

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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)
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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

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THE RESEARCH ON COMPREHENSIVE GUIDANCE

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

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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
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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
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RESPONSIVE SERVICES
?

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

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

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

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SYSTEM SUPPORT

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

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

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

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CHALLENGES TO DEVELOPING STRONG GUIDANCE
COUNSELING PROGRAMS

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

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

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

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EMBEDDING NAVIGATION
School Improvement Planning (CSIPs)
School Board Policy
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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

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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

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COUNSELING INTEGRATION

• Navigation can become a comprehensive guidance
  and counseling program
• Working with WSCA to achieve this

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OUR FUTURE
N A V I G A T I O N A comprehensive framework for
guidance counseling in WA State
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THE WHITE PAPER

• Primary Goals
• To clearly define the components and framework of
  a comprehensive school counseling program, using
  the ASCA National Model as a base.
• Develop a plan and timeline to expand Navigation
  into a full, comprehensive school counseling
  program.

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THE WHITE PAPER

• Writers/Editors
• Dr. Chris Sink Seattle Pacific University
• Dr. Chris Jensen Seattle University
• Mary Bourguignon Navigation 101
• Reviewers
• WSCA leadership
• OSPI
• Navigation 101 Staff Lighthouses
• WSU SESRC
• Consultant
• Dr. Norm Gysbers

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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.
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NEXT STEPS CHECKLIST
Borrowed from OR State Frameworks
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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!

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The Importance of College and Career Planning

• If an individual lives in an unpredictable
  environment, and has not developed the ability to
  plan, then..
• If an individual cannot plan, he/she cannot
  predict.
• If an individual cannot predict, he/she cannot
  identify cause and effect.
• If an individual cannot identify cause and
  effect, he /she cannot identify consequence.
• If an individual cannot identify consequence, he
  /she cannot control impulsivity.
• If an individual cannot control impulsivity,
  he/she has an inclination toward poor decisions.
• Adapted from A framework for Understanding
  Poverty, Ruby K. Payne, Ph.D.

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And the Main Thing.

• The main thing is to keep the main thing the
  main thing.
• -Steven Covey

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RESOURCES

• Mike Hubert (mike.hubert_at_bsd.wednet.edu)
• 360 536-6107
• Dan Barrett (dan_barrett_at_fp.k12.wa.us)
• Your WSCA leadership
• Becky Ballbach (rballbach_at_everettsd.org)
• Megyn Shea (megyn.shea_at_vansd.org)
• Washington School Counselor Association
  (http//www.wa-schoolcounselor.org/)
• Navigation 101 (http//www.k12.wa.us/navigation101
  )
• Navigation 101 Blog (http//www.navigation101.blog
  spot.com)
• American School Counselor Association
  (http//www.schoolcounselor.org)
• The Education Trust
• (http//www2.edtrust.org)

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School Counseling Support
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Navigation 101 Support!
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NAVIGATION LOG

• www.navigation101.blogspot.com

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2008-09 GRANTS

• Available for 100 districts up to
  15,000/school
• Available via iGrants in Spring 2008
• Schools must commit to all Five Key Elements and
  to data collection

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N A V I G A T I O N
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