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Accountability Made Easy: Ensuring Effective Practices in Career Development Virginia Career VIEW VSCA 2014.

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Presentation on theme: "Accountability Made Easy: Ensuring Effective Practices in Career Development Virginia Career VIEW VSCA 2014."— Presentation transcript:

1 Accountability Made Easy: Ensuring Effective Practices in Career Development Virginia Career VIEW VSCA 2014

2 Where 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? 2

3 A breakdown of accountability What is ASCA’s (American School Counselor Association)’s National Model? What is RAMP (Recognized ASCA Model Program)? Research Research behind RAMP: Study 1 Virginia Counselors: Study 2 What are the requirements to be RAMP-Ready? Using VIEW Resources as part of the process RAMP-Ready Strategies Group Activity Discussion As we will refer to it in this workshop session 3

4 Purpose of a National Model 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. Four Quadrants of the National Model Foundation School Counseling Programs: - focus on student outcomes - teach student competencies - are delivered with identified professional competencies Delivery School Counseling Programs: - provide direct student services - provide school counseling core curriculum - provide individual student planning - provide responsive services - Provide indirect student services Management School 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 calendars Accountability “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).” ASCA National Model ASCA (2008). Accessed 29 September 2014.http://www.ascanationalmodel.org/ To learn more, visit 4

5 RAMP= Recognized ASCA Model Program Is based on the ASCA National Model.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. What does RAMP mean? ASCA (2008). Accessed 9 September 2014.http://www.ascanationalmodel.org/learn-about-ramp R - A - M - P - 5

6 How are students different because of what school counselors do? 6

7 RAMP= Recognized ASCA Model Program STEP 1: Review the basics of RAMP STEP 2: Understand the requirements of each component STEP 3: Complete the online application STEP 4: Upload the signature page STEP 5: Pay online STEP 6: Review submission What does it mean to be RAMP-Ready? ASCA (2008). Accessed 29 September 2014.http://www.ascanationalmodel.org/learn-about-ramp/application-process 7

8 Research 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 schools Conducted in 2008, by Christine A. Ward Focused on elementary schools From Two-part study: Student achievement data Counselor survey administered School 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.http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement 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 ( ). 8

9 Research Behind RAMP cont’d Findings Student Achievement – These factors were significantly higher Overall student achievement Attendance rates Third-grade reading achievement Third-grade, low-income student reading achievement Additionally, 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.http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement 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 ( ). 9

10 Research Behind RAMP cont’d Findings Counselor Survey Positively affected student performance on classwork, homework, GPA and motivation to succeed Positively affected disciplinary referral rates, absences and tardies, parent involvement and support Additionally, Counselors observed changes in ways that cannot be measured with achievement data They noticed increases in: Students’ abilities to understand and manage feelings Number of individuals benefiting from counseling services Students’ conflict-resolution skills Students’ studying/test-taking skills Students’ abilities to accept individual responsibility Students’ knowledge of career and post-secondary education opportunities Improvement in school climate Decrease in students’ bullying behavior Ward, C. A. (2010). RAMP and Student Achievement. Accessed 9 September 2014.http://www.schoolcounselor.org/magazine/blogs/july-august-2010/ramp-and-student-achievement 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 ( ). 10

11 Related Research Study: The impact of elementary career development practices and elementary school counselor self-efficacy Conducted in 2012, by Michele G. Seibert Survey sent to 1178 elementary school counselors in Virginia via 387 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 study Seibert, M.G. (2013). The impact of elementary career development practices and elementary school counselor self-efficacy (Doctoral dissertation, Virginia Tech). Retrieved via communication. 11

12 Related 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 programs Informed parents of career development school counseling standards Informed 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. 12

13 Related Research cont’d Career Development Standards K-3: % of Virginia K-3 School Counselors believe they met 50% or more of the standards 4-5: 68.2% of Virginia 4-5 School Counselors believe they met 50% or more of the standards Implications Approximately 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. 13

14 According to School Counselor Magazine: Your Program: Has measurable goals that tie into the school’s goals Has administrator support Has an advisory council dedicated solely to the school counseling program that includes all the stakeholders Has annual and weekly calendars that reflect the suggested use of school counselor time Your School Counselors: Create a yearly classroom guidance action plan and regularly deliver classroom guidance lessons tied into program goals Regularly deliver small-group lessons based on students’ and the school’s specific needs Regularly collect process, perception and results data on all areas of the program Analyze and evaluate the data to guide the program Identify achievement and learning gaps and develop interventions to address the gaps Regularly evaluate and reflect on the program and how leadership, advocacy and collaboration efforts have an impact on systemic change in your school and district What are the requirements to be RAMP-Ready? ASCA (2008). Accessed 9 September 2014.http://www.ascanationalmodel.org/learn-about-ramp ASCA (2014). School Counselor. Accessed 29 September 2014.http://schoolcounselor.org/magazine/blogs/july-august-2010/is-your-program-ramp-ready What are the requirements? 14

15 RAMP Application Components including hyperlinks to rubricsrubrics Vision Mission Program Goals Student Standards Annual Agreement Advisory Council Calendars Core Curriculum: Action Plan and LessonsCore Curriculum: Action Plan and Lessons Core Curriculum: Results Report Small Group Responsive Services Closing-the-Gap Results Report Program Evaluation Reflection ASCA (2008). Accessed 9 September 2014.http://www.ascanationalmodel.org/learn-about-ramp/application-process MY RAMP APPLICATION FILES 15

16 RAMP-Ready Strategies Be intentional Think long-term Be patient Take ownership Follow through and follow up Collect and use your resources Be confident RAMP-Ready… what are some strategies? 16

17 Parent/Family Barriers Teacher/Instructional Barriers Parent/Teacher Interaction Barriers Student Barriers School/Educational System Barriers Perceived Resources for School Success Barriers  Internal: beliefs students and parents have about school or community  Student self-efficacy, previous student experiences, parent school experiences, parents feeling welcome/unwelcome in the school  External: socio economic status, immigrant/minority status, language Internal vs. External Consider: Barriers to Career Development To learn more, check out VIEW’s Barriers ToolkitVIEW’s Barriers Toolkit 17

18 VIEW Resources Career development standards checklist, basic and detailed; available in print and PDF form for easy entrybasicdetailed Postcards to document resources shared with teachers and to request feedbackPostcards VIEW Teacher Guides (elementary and middle versions) to engage teachers in career development Student feedback forms Student perceptions of resources (elementary and middle versions)elementarymiddle 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.MUSIC Model of Academic Motivation InventoryMUSIC Model website 18

19 VIEW Resources cont’d Strategic Resource Booklet Guides and Grids Counselor Standards (elementary and middle)elementarymiddle Standards of Learning (elementary)elementary Guide to Activities by Career Cluster Academic and Career Plan GuidesGuides Parent Educator Career Town, Career Town Resource GuidesCareer TownCareer Town Resource Guides Printable Activities (elementary and middle)elementarymiddle Kids Search, Who R UKids SearchWho R U Outreach Resources 19

20 Other Resources ASCA Scene: Online forumASCA Scene ASCA WebinarsWebinars ASCA BooksBooks List of Virginia Ramp RecipientsVirginia Ramp Recipients Blakely, 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. 20

21 Recommended Activity: Case Study (on your own time) 1.Go to 2.Click on the ASCA National Model/RAMP link on the left side of your screen. 3.Click on the Learn About RAMP tab. 4.Click on RAMP Resources on the left side of your screen. 5.Click on Examples of Outstanding RAMP applications. 6.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”? 21

22 Emily Fielder 22


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