Presentation on theme: "Virginia Career VIEW VSCA 2014"— Presentation transcript:
1Virginia Career VIEW VSCA 2014 Accountability Made Easy: Ensuring Effective Practices in Career DevelopmentVirginia Career VIEW VSCA 2014
2Where are you now? What does accountability mean to you? Has your school system implemented any accountability measures for school counselors?Do you know what RAMP-Ready means and what the components of being RAMP-Ready are?What are your questions or concerns?
3A breakdown of accountability What is ASCA’s (American School Counselor Association)’s National Model?What is RAMP (Recognized ASCA Model Program)?ResearchResearch behind RAMP: Study 1Virginia Counselors: Study 2What are the requirements to be RAMP-Ready?Using VIEW Resources as part of the processRAMP-Ready StrategiesGroup ActivityDiscussionA breakdown of accountabilityAs we will refer to it in this workshop session
4School Counselor assessments and tools include: ASCA National ModelTo learn more, visitPurpose of a National ModelFour Quadrants of the National ModelFoundationSchool Counseling Programs:- focus on student outcomes- teach student competencies- are delivered with identified professional competenciesDelivery- provide direct student services- provide school counseling core curriculum- provide individual student planning- provide responsive services- Provide indirect student servicesManagementSchool Counselor assessments and tools include:- School counselor competency and school counseling program assessments- Use-of-time assessment- Annual agreements- Advisory councils- Use of data- Curriculum, small-group and closing-the-gap action plans- Annual and weekly calendarsAccountability“To demonstrate the effectiveness of the school counseling program in measurable terms, school counselors analyze school and school counseling program data to determine how students are different as a result of the school counseling program. School counselors use data to show the impact of the school counseling program on student achievement, attendance, attendance and behavior and analyze school counseling programs to guide future action and improve future results to all students. The performance of the school counselor is evaluated on basic standards of practice expected of school counselors implementing a comprehensive school counseling program” (ASCA, 2008).”School counseling programs are collaborative efforts benefiting students, parents, teachers, administrators and the overall community.School counseling programs should be an integral part of students' daily educational environment, and school counselors should be partners in student achievement. "How are students different as a result of what school counselors do?" vs. "What do school counselors do?”To help answer this question, the American School Counselor Association (ASCA) created the ASCA National Model®, which is a framework for a comprehensive, data-driven school counseling program. ASCA (2008). Accessed 29 September 2014.
5What does RAMP mean? RAMP= Recognized ASCA Model Program Is based on the ASCA National Model.Is a recognition program for individual schools, not districts or school counselors.Gives you the confidence that your program aligns with a nationally accepted and recognized model.Helps you evaluate your program and areas for improvement.Increases your skills and knowledge.Enhances your program's efforts to contribute to student success.ASCA (2008). Accessed 9 September 2014.
6How are students different because of what school counselors do?
7What does it mean to be RAMP-Ready? RAMP= Recognized ASCA Model ProgramSTEP 1: Review the basics of RAMPSTEP 2: Understand the requirements of each componentSTEP 3: Complete the online applicationSTEP 4: Upload the signature pageSTEP 5: Pay onlineSTEP 6: Review submissionASCA (2008). Accessed 29 September 2014.
8Research Behind RAMP (Recognized ASCA Model Program) Study: An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schoolsConducted in 2008, by Christine A. WardFocused on elementary schoolsFromTwo-part study:Student achievement dataCounselor survey administeredSchool counselors’ perceptions of changes in student achievement (grades, retention rates, behavior, motivation, etc.)Ward, C. A. (2010). RAMP and Student Achievement. Accessed 9 September 2014.Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No , Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from ( ).
9Research Behind RAMP cont’d FindingsStudent Achievement –These factors were significantly higherOverall student achievementAttendance ratesThird-grade reading achievementThird-grade, low-income student reading achievementAdditionally,Reading achievement gap decreased by 12% (from year prior to receiving RAMP designation)State reading achievement gaps increased 6%RAMP schools’ math achievement scores higher (not significant)Ward, C. A. (2010). RAMP and Student Achievement. Accessed 9 September 2014.Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No , Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from ( ).
10Research Behind RAMP cont’d FindingsCounselor SurveyPositively affected student performance on classwork, homework, GPA and motivation to succeedPositively affected disciplinary referral rates, absences and tardies, parent involvement and supportAdditionally,Counselors observed changes in ways that cannot be measured with achievement dataThey noticed increases in:Students’ abilities to understand and manage feelingsNumber of individuals benefiting from counseling servicesStudents’ conflict-resolution skillsStudents’ studying/test-taking skillsStudents’ abilities to accept individual responsibilityStudents’ knowledge of career and post-secondary education opportunitiesImprovement in school climateDecrease in students’ bullying behaviorWard, C. A. (2010). RAMP and Student Achievement. Accessed 9 September 2014.Ward, C. A. (2009). An examination of the impact of the ASCA national ModelRTM on student achievement at recognized ASCA model program (RAMP) elementary schools. (Order No , Texas A&M University - Corpus Christi). ProQuest Dissertations and Theses, 182-n/a. Retrieved from ( ).
11Related ResearchStudy: The impact of elementary career development practices and elementary school counselor self-efficacyConducted in 2012, by Michele G. SeibertSurvey sent to 1178 elementary school counselors in Virginia via387 responders met criteria for the study (full or part-time elementary school counselor in )1/3 of elementary school counselors in Virginia represented in the studySeibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via communication.
12Related Research cont’d Findings (highlighted as pertaining to this discussion)What Activities are being used by Counselors with the Highest Self Efficacy?Used online career exploration programsInformed parents of career development school counseling standardsInformed teachers of ways to incorporate career development into the classroom (Seibert, 2013)Top 3 Career Activities conducted by counselors indicating “all standards were met”K-3: classroom career exploration (101), using print materials (98), completed online career exploration programs (82)4-5: classroom career exploration (106), using print materials (99), completed online career exploration programs (89)Summary: Classroom career exploration (90.59%), using print materials (84.21%), completed online career exploration programs (66.76%)Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via communication.
13Related Research cont’d Career Development StandardsK-3: % of Virginia K-3 School Counselors believe they met 50% or more of the standards4-5: 68.2% of Virginia 4-5 School Counselors believe they met 50% or more of the standardsImplicationsApproximately 30% of Virginia elementary school counselors may not actively pursue the goal to meet career development standards.School counselors may not be held accountable for meeting state standards for career development (affecting transition to the middle school)Results of the study assist counselor educators to prepare students to meet the state and national standards in particular for career development at the elementary level.Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via communication.
14What are the requirements to be RAMP-Ready? According to School Counselor Magazine:Your Program:Has measurable goals that tie into the school’s goalsHas administrator supportHas an advisory council dedicated solely to the school counseling program that includes all the stakeholdersHas annual and weekly calendars that reflect the suggested use of school counselor timeYour School Counselors:Create a yearly classroom guidance action plan and regularly deliver classroom guidance lessons tied into program goalsRegularly deliver small-group lessons based on students’ and the school’s specific needsRegularly collect process, perception and results data on all areas of the programAnalyze and evaluate the data to guide the programIdentify achievement and learning gaps and develop interventions to address the gapsRegularly evaluate and reflect on the program and how leadership, advocacy and collaboration efforts have an impact on systemic change in your school and districtWhat are the requirements?ASCA (2008). Accessed 9 September 2014.ASCA (2014). School Counselor. Accessed 29 September 2014.
15RAMP Application Components including hyperlinks to rubrics MY RAMP APPLICATION FILESVisionMissionProgram GoalsStudent StandardsAnnual AgreementAdvisory CouncilCalendarsCore Curriculum: Action Plan and LessonsCore Curriculum: Results ReportSmall Group Responsive ServicesClosing-the-Gap Results ReportProgram Evaluation ReflectionASCA (2008). Accessed 9 September 2014.
16RAMP-Ready Strategies RAMP-Ready… what are some strategies?Be intentionalThink long-termBe patientTake ownershipFollow through and follow upCollect and use your resourcesBe confident
17Consider: Barriers to Career Development Parent/Family BarriersTeacher/Instructional BarriersParent/Teacher Interaction BarriersStudent BarriersSchool/Educational System BarriersPerceived Resources for School Success BarriersConsider: Barriers to Career DevelopmentInternal vs. ExternalInternal: beliefs students and parents have about school or communityStudent self-efficacy, previous student experiences, parent school experiences, parents feeling welcome/unwelcome in the schoolExternal: socio economic status, immigrant/minority status, languageTo learn more, check out VIEW’s Barriers Toolkit
18VIEW ResourcesCareer development standards checklist, basic and detailed; available in print and PDF form for easy entryPostcards to document resources shared with teachers and to request feedbackVIEW Teacher Guides (elementary and middle versions) to engage teachers in career developmentStudent feedback formsStudent perceptions of resources (elementary and middle versions)Motivation – pre/post survey via MUSIC Model of Academic Motivation Inventory; for more on the MUSIC Model, visit Dr. Brett Jones’ VT MUSIC Model website.
19VIEW Resources cont’d Strategic Resource Booklet Guides and Grids Counselor Standards (elementary and middle)Standards of Learning (elementary)Guide to Activities by Career ClusterAcademic and Career Plan GuidesParentEducatorCareer Town, Career Town Resource GuidesPrintable Activities (elementary and middle)Kids Search, Who R UOutreach Resources
20Other Resources ASCA Scene: Online forum ASCA Webinars ASCA Books List of Virginia Ramp RecipientsBlakely, C. D. (2009). Effectiveness of school counselor supervision: Trainees utilizing the ASCA model. ProQuest, UMI Dissertations Publishing).Dollarhide, C. T., & Saginak, K. A. (2008). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Pearson/Allyn and Bacon.
21Recommended Activity: Case Study (on your own time) Go toClick on the ASCA National Model/RAMP link on the left side of your screen.Click on the Learn About RAMP tab.Click on RAMP Resources on the left side of your screen.Click on Examples of Outstanding RAMP applications.Choose 2 schools to study. Consider:How is each school similar to and different from your school regarding barriers and makeup?What were the strengths of each application?What do you think could have been improved in their application?Summarize: What are your “takeaways”?