Presentation on theme: "Recognized ASCA Model Program Application (the RAMP application)"— Presentation transcript:
1Recognized ASCA Model Program Application (the RAMP application) Mesa Public Schools Elementary Counselors
2The ASCA National Model of School Counseling People have wondered…What do school counselors DO?
3Recent Trends in Education Education reform movementAccountabilityStandards-based movementHigh-stakes testingAchievement gap – equity and accessBlock grantsEmphasis on improving school safetyVouchersPerformance, not entitlement
4From Entitlement… to Performance From a program that:Focuses generally on the number of activitiesMeasures the amount of effortAttends to the process of doing workWorks to maintain the existing systemTo a program that:Focuses on outcomes and improved resultsMeasures impact related to goalsAttends to goals, objectives, and outcomesChanges and adapts to be more responsiveSource: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43
5From Entitlement… to Performance From counselors who:Focus on good intentionsTalk about how hard they workGenerally feel little need to change their behavior or approachTo counselors who:Focus on accomplishmentsTalk about effectivenessKnow their future rests on accomplishmentsCommunicate goals and objectivesSource: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43
6The old question was…“What do counselors do?”The new question is…“How are students different because of the school counseling program?
8Recognized 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 naturePrograms 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 growthPrograms where the counselors’ time is spent in a way that maximizes the benefits that every student is able to receive from the program.
9Components 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 curriculumManagement- Calendars, Counselor/Principal Agreement, Advisory CouncilAccountability- Guidance Curriculum Results Reports, and Closing the Gap Results Reports
10Why 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 program’s 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 district’s goals and objectives.
11Alma Elementary School Mesa Public Schools Christa PetersenAlma Elementary SchoolMesa Public Schools
12GOAL 1: 90% 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.InterventionsCareer Guidance Unit including 10 classroom lessons per 6th grade classroom.Results92.5% 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.
13GOAL 2: 75% 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)InterventionsSmall-Group curriculum, Individual counseling and Goal setting, Parent informational letters and Parent conferences.Results76% 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.
14GOAL 3: 80% 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.InterventionsTargeted 4th grade study skills/reading small-group curriculum, after-school tutoringResults87.5% 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%
15Johnson Elementary School Mesa Public Schools Rebecca FisherJohnson Elementary SchoolMesa Public Schools
16GOAL 1: 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 by 50%InterventionsTargeted 4th grade study skills/reading small-group curriculumResults72% of the targeted 4th grade students showed overall improvement in their study skills, test-taking and time management skills.
17GOAL 2: 50% 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.InterventionsClassroom guidance lessons focusing on careers, career plans, interests, skills and educational requirements.Results56% of the 6th grade students were able to identify an individual career goal, plans, interests and skills, and educational requirements needed for that career.
18GOAL 3: Decrease the number of 3rd, 4th and 6th grade students sent to the school’s “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%.InterventionsSelected students participated in small group curriculum lessons.Results3rd 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.
19Irving Elementary School Mesa Public Schools Jacelyn BrandIrving Elementary SchoolMesa Public Schools
20GOAL 1: 75% of students who missed 5-9% of 1st quarter will improve attendance by 1% by the end of 2nd quarterINTERVENTIONSIndividual student meetingsClassroom guidance lessonsParent/teacher conferences.RESULTS75% increase 1% or +Average increase 3.4%Outliers
21GOAL 2: Identified 5th grade students will increase knowledge of study skills by 50%. Teacher perceptions will improve 25%INTERVENTIONSSmall Group Counseling6 sessionsRESULTSTeacher Perception DataStudent Study Skills Knowledge Data
22GOAL 3: To decrease discipline reports by 10% for the school year as compared to reports from the school year.RESULTSst Semester: 90nd Semester: 49INTERVENTIONSClassroom Guidance LessonsCommunications UnitResponsibility LessonsConflict Resolution LessonsSmall Group CounselingPlayground Pals
23Holmes Elementary School Mesa Public Schools Jeni NyeHolmes Elementary SchoolMesa Public Schools
24GOAL 1: 46 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.InterventionsSmall group curriculum, Individual counseling and goal setting, parent informational letters, newsletter articles and Alarm Clock GrantResults55% 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%
25GOAL 2: 18 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%.InterventionsSmall group curriculum, Mentoring, Individual counseling and goal setting, Parent informational letters, Parent conferences.Results88.8% 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.
26GOAL 3: 95% 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.InterventionsCareer guidance unit taught in classrooms, Career Luncheon with Mentors.Results97.23% 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%.