Counselors make a difference—and now you can prove it.
As students’ needs change, dedicated school counselors have been evolving their practice. You see the results every day, on the faces of the at-risk students you serve. To meet accountability standards, though, you need more than faces: You need data the number-crunchers can understand.
With this user-friendly manual, make the shift to evidence-based practices and interventions in a data-driven, comprehensive school counseling program based on ASCA’s national model—while keeping the personal nature of your work intact. The book includes
- Visual guides and checklists for every step of the process
- Examples of successful counseling program evolution
- Guidance on developing and submitting a successful Recognized ASCA Model Program (RAMP) application
- Supporting documents in an online resource center
Ensure that school counseling is recognized as an essential part of school improvement and students’ academic success by using this unique and innovative model.
‘Provides realistic examples, clear templates, and step-by-step strategies that ease the stress of what is often seen as an overwhelming process.’Judith Bookhamer, Executive Director
Pennsylvania School Counselors Association
‘Provides succinct and straight-forward tools to assist school counselors in marrying data-based decision-making practices with evidence-based counseling to create successful outcomes. This is a school counselor′s dream!’
Franciene Sabens, Professional School Counselor
Chester High School, Chester, IL
‘Starting with creating mission and vision statements and ending with advocacy efforts, the authors outline specific ways school counselors can integrate evidence-based interventions in their programming to positively impact student outcomes.’
Jennifer Betters-Bubon, Assistant Professor
University of Wisconsin-Whitewater
Cuprins
Preface
Acknowledgments
About the Authors
Chapter 1. The Process
Purpose
The ASCA National Model and Evidence-Based, Data-Driven Comprehensive School Counseling
Definitions
Chapter 2. Assessing the Situation
Purpose of Assessing the Situation
Assessing the Situation
School Improvement Plan
Achievement or Achievement-Related Data: School Report Card
Needs Assessments
Combining the Assessment Pieces
Fulfilling Components of RAMP
Chapter 3. Setting Goals
Purpose of Setting Goals
Data-Driven Decision-Making
A Final Note on Data: Data Collected Annually
Using a Logic Model
Drilling Down: Global Versus Specific Data
Setting Goals: Who and What but Not How—Yet
Using SMART Goals Template
Fulfilling Components of RAMP
Chapter 4. Beliefs, Mission, and Vision
Beliefs
Mission
Vision
Fulfilling Components of RAMP
Chapter 5. Interventions
Purpose of Intentional Interventions
Why Evidence-Based Interventions?
Evidence-Based Interventions Matrix
Implement With Fidelity
Refine Goals: State Interventions as a Subparagraph to the Goal
Illustrating Goals and Interventions in Logic Model
Organizing Interventions Using Umbrellas
Fulfilling Components of RAMP
Chapter 6. Evaluation and Evolution
Purpose of Evaluation and Evolution
Designing Evaluation
About Pre- and Post-Assessments
Creating Baselines
Organizing Data: Excel Spreadsheets
Analysis
Implications
A Complete Logic Model
Fulfilling Components of RAMP
Chapter 7. Disseminating Results and Sustaining the Program
Purpose of Sustaining the Program
Advertising and Disseminating Information
Flashlights: Trish Hatch
Adding Components Into the School Improvement Plan
Fulfilling Components of RAMP
Conclusions
Appendices
References
Index
Despre autor
Brett Zyromski is Assistant Professor in the Department of Educational Studies at The Ohio State University. His scholarship focuses on the impact of evidence-based interventions in school counseling, evidence-based school counselor education, and evaluation in school counseling. Dr. Zyromski is co-founder and co-chair of the national Evidence-Based School Counseling Conference. He is also involved with the American School Counselor Association (ASCA) as a Lead Recognized-ASCA-Model-Program Reviewers (LRR’s) and has served as a trainer of the ASCA National Model for the ASCA. Dr. Zyromski has served as project manager for $5, 541, 223 worth of federal and state grants.Dr. Zyromski has published over twenty articles related to school counseling issues, delivered over 65 international, national, regional, and local presentations and served as state conference keynote multiple times. Dr. Zyromski has served as a reviewer for the Journal of Counseling and Development and the Professional School Counseling Journal and has been recognized for numerous awards and recognitions, including the 2015 Kentucky School Counselor Association Outstanding Post-Secondary Counselor, the 2014 Illinois School Counselor Association Friend of ISCA, the 2010 North Central Association for Counselor Education and Supervision Professional Leadership Award, the 2010 Illinois School Counseling Association Presidential Award, and the 2008 North Central Association for Counselor Education and Supervision Outstanding Professional Teaching Award.
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