Recognized ASCA Model Program Application

(the RAMP application)

Mesa Public Schools Elementary Counselors

The ASCA National Model of School Counseling

People have wondered…  

  

What do school counselors DO?

Recent Trends in Education

Education reform movement Accountability Standards-based movement High-stakes testing Achievement gap – equity and access Block grants Emphasis on improving school safety Vouchers Performance, not entitlement

From Entitlement… to Performance

From a program that: Focuses generally on

the number of activities Measures the amount

of effort Attends to the process

of doing work Works to maintain the

existing system

To a program that: Focuses on outcomes and

improved results

Measures impact related to goals

Attends to goals, objectives, and outcomes

Changes and adapts to be more responsive

Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

From Entitlement… to Performance

From counselors who: Focus on good intentions

Talk about how hard they work

Generally feel little need to change their behavior or approach

To counselors who: Focus on accomplishments Talk about effectiveness

Know their future rests on accomplishments

Communicate goals and objectives

Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

The old question was…

“What do counselors do?”

The new question is…“How are students different because of the school counseling program?

Recognized 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 nature

Programs 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 growth

Programs where the counselors’ time is spent in a way that maximizes the benefits that every student is able to receive from the program.

Components 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 curriculum

– Management- Calendars, Counselor/Principal Agreement, Advisory Council

– Accountability- Guidance Curriculum Results Reports, and Closing the Gap Results Reports

Why 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.

Christa Petersen

Alma Elementary School

Mesa Public Schools

GOAL 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.

Interventions Career Guidance Unit

including 10 classroom lessons per 6th grade classroom.

Results 92.5% 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.

GOAL 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)

Interventions Small-Group curriculum,

Individual counseling and Goal setting, Parent informational letters and Parent conferences.

Results 76% 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.

GOAL 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.

Interventions Targeted 4th grade

study skills/reading small-group curriculum, after-school tutoring

Results 87.5% 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%

Rebecca Fisher

Johnson Elementary School

Mesa Public Schools

GOAL 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%

Interventions Targeted 4th grade

study skills/reading small-group curriculum

Results 72% of the targeted 4th

grade students showed overall improvement in their study skills, test-taking and time management skills.

GOAL 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.

Interventions Classroom guidance

lessons focusing on careers, career plans, interests, skills and educational requirements.

Results 56% of the 6th grade

students were able to identify an individual career goal, plans, interests and skills, and educational requirements needed for that career.

GOAL 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%.

Interventions Selected students

participated in small group curriculum lessons.

Results 3rd 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.

Jacelyn Brand

Irving Elementary School

Mesa Public Schools

GOAL 1:75% of students who missed 5-9% of 1st quarter will improve attendance by 1% by the end of 2nd quarter

INTERVENTIONS

Individual student meetings Classroom guidance lessons Parent/teacher conferences.

RESULTS

75% increase 1% or + Average increase 3.4% Outliers

GOAL 2:Identified 5th grade students will increase knowledge of study skills by 50%. Teacher perceptions will improve

25%

INTERVENTIONS

Small Group Counseling 6 sessions

RESULTS

Teacher Perception Data Student Study Skills Knowledge

Data

GOAL 3:To decrease discipline reports by 10% for the 2008-2009 school year as compared to reports from the

2007-2008 school year.

INTERVENTIONS

Classroom Guidance Lessons

Communications Unit

Responsibility Lessons

Conflict Resolution Lessons Small Group Counseling Playground Pals

RESULTS

2007-2008 1st Semester: 90 2008-2009 2nd Semester: 49

Jeni Nye

Holmes Elementary School

Mesa Public Schools

GOAL 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.

Interventions Small group curriculum, Individual counseling

and goal setting, parent informational letters, newsletter articles and Alarm Clock Grant

Results 55% 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%

GOAL 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%.

Interventions Small group curriculum, Mentoring, Individual

counseling and goal setting, Parent informational letters, Parent conferences.

Results 88.8% 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.

GOAL 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.

Interventions Career guidance unit taught in classrooms,

Career Luncheon with Mentors.

Results 97.23% 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%.

Questions????