The document discusses the American School Counselor Association's National Model for School Counseling Programs, which aims to connect school counseling to educational reform movements focusing on student achievement and success. The model has four main components: foundation, delivery system, management system, and accountability. It represents an effort to unify the school counseling profession and address longstanding problems by shifting the focus from entitlement and measuring effort, to performance and measuring outcomes and results for students.

1. School Counselors:Partners in Student Achievement

2. Overview The American School Counselor Association (ASCA) has collaborated to create a National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize student achievement and success.

4. ensure equity and access

6. Historical Problems in School Counseling Programs Lack of legitimization Lack of consistent identity Limited or no involvement in reform movements Variation in roles from state to state and site to site Non-school counselor responsibilities

7. Varied and Conflicting Approaches Vocational counselors vs. Mental Health counselors Directive vs. Non-directive Individualized services vs. Comprehensive program Pre-service training varies as do administrative expectations

8. Attempts to Unify the Profession Gysbers & Henderson’s comprehensive programs Johnson & Johnson's results-based guidance Myrick’s planned developmental guidance

9. Historical Problems Have Continued Lack of basic philosophy Poor integration Insufficient student access Inadequate guidance for some students Lack of counselor accountability Failure to utilize other resources Source: From Gatekeeper to Advocate. Transforming the Role of the School Counselor, Hart, P.J. & M. Jacobi (1992)

10. 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

11. Current School Counseling Trends ASCA’s National Standards for School Counseling Programs Transforming School Counseling Initiative (Education Trust – Dewitt Wallace) Increased number of state models Results-based school counseling Legislation for school counseling programs ASCA’s National Model

12. 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

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

14. School Counseling Programs Are About Counseling Managing Resources Leadership Teaming Assessment Collaboration Technology Data-Driven Decisions Advocacy

15. School Counseling Programs Are About RESULTS. How are students different as a result of the school counseling program?

16. We Exist To Effect Change In Students:AcquireImprove Knowledge Skills Positive Attitude Attendance Behavior Academic Achievement

17. Paradigm Shift From: To: Not only monitoring process and measuring services delivered Focusing also on and measuring the results of our programs and services

18. ASCA National Model