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Implementing the MA Model
Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs
by Helen O'Donnell, Ed.D, MASCA MA Model Committee, 3.0 Writing Team Co-Chair, PD Institute Trainer
This ongoing Counselor’s Notebook (CN) series continues to inform school counselors about steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0© for Comprehensive School Counseling Programs. A library of updated MA Model resources and CN implementation articles can be accessed from the MA Model page of the MASCA website.
Endorsed by both MA DESE and MA School Counselors Association’s Governing Board, the MA Model 3.0: Framework for Comprehensive School Counseling Programs, is an evolving document to guide professional best practice. It was presented as a professional courtesy to the field in the spring of 2020 as a public domain resource.
How Can I Integrate CCR and MyCAP Portfolio Development into my School Counseling Program and Our School Community?
College and Career Readiness and on-going student MyCAP portfolio building should be part of every school culture, especially Grades 6-12. School counseling departments are encouraged to actively partner with designing, delivering, and assessing career awareness, career exploration. and career immersion opportunities for all students. With so many responsibilities, how can school counselors actively collaborate with teams in their school communities to promote the value of CCR, build and strengthen CCR initiatives, and advocate for MyCAP portfolio development for all students.
Getting started:
1. Educate yourself by researching the CCR initiative on the DESE website. Contact Lisa Harney at DESE lharney@ doe.mass.edu to find out about FREE CCR/MyCAP training opportunities, learn about CCR initiatives, and get connected with colleagues in other school systems across the state. Note: Lisa presented at the MASCA’s MS SIG in Dec. Here is her presentation ppt https://docs.google.com/presentation/d/1_5BveTR_dkVA9cA3UrY0D-XbqfNSAGTm/ edit#slide=id.p1 2. Advocate for CCR/MyCAP! School counselors promote systemic change by demonstrating the ASCA recognized competencies of leadership, collaboration, and teamwork. Put these competencies to work. Be a leader! Begin the CCR conversation. Educate others. Identify partners interested in being part of a CCR team to pilot. build, and strengthen the CCR culture in your school community 3. Goal Setting: Since project work should always start with a SMART end goal target, a sample school or school counseling department goal could be: To nurture the CCR culture in our school during the X academic year, all grade 9 students will create and populate their MyCAP portfolio with 3 activities. 4. Inform stakeholders and invite collaborative partnerships to develop and strengthen CCR for all students. 5. Curriculum Development, delivery, and assessment: Feedback from the field suggests that random acts of CCR are occurring in classrooms and schools. Why not survey school staff to capture and document current lessons (subject areas and grade levels) and school activities that provide career awareness, career exploration, and career immersion opportunities? Capture the data and begin to build a workplace readiness/career curriculum strand for all grade levels with interdisciplinary activities. (Lisa Harney reports she has some survey samples to share that might be helpful.)
Model a commitment to CCR!
HOW can school counselors strategically integrate Career and College Readiness for all students into the DEFINE and DELIVER components of their comprehensive school counseling program, MANAGE the integration with vigilance, and ASSESS on-gong program implementation by monitoring student outcomes and analyzing data for action planning?
Guided by MA Model 3.0 framework components, this article series provides a structure for embedding CCR into your school counseling program.
PART 1: DEFINE (MA Model 3.0 pgs. 19-22)
When you define the foundations of your school counseling program, it is important to start with the end in mind and clarify end goal for your CCR initiatives. Guidance advocating the importance of CCR for all students, is embedded in state and national 21st century state and national professional school counselor standards and student learning standards. Review some of the citation references below and select the ones that reflect the CCR focus of your department or school community.
a. Cite and embed in your school counseling foundation specific alignment references to the ASCA Professional Standards for School Counselors that defines role and responsibility of school counselors to advocate for, establish, support, maintain and enhance school counseling programs that promotes CCR for all students.
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Mindsets
M 3. Every student should graduate from high school prepared for postsecondary opportunities. M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff and education stakeholders. Behaviors: School counselors demonstrate the following standards in the design, implementation and assessment of a school counseling program
Professional Foundation Direct and Indirect Student Services Planning and Assessment B-PF 5 Use ASCA Student Standards: Mindsets and Behaviors for Student Success to inform the implementation of a school counseling program B-PF 7 Demonstrate leadership through the development and implementation of a school counseling program B-PF 8. Demonstrate advocacy for a school counseling program B-PF 9. Create systemic change through the implementation of a school counseling program B-SS 1 Design and implement instruction aligned to ASCA Student Standards: Mindsets & Behaviors for Student Success in large-group, classroom, and small-group and individual settings B-SS 6 Collaborate with families, teachers, administrators, an dother school staff and education stakeholders for student achievement and success B-PA 2 Identify gaps in achievement, attendance, discipline, opportunity and resources B-PA 4 Develop and implement action plans aligned with annual student outcome goals and student data.
Establish a DESE SISP Ed Evaluation professional practice SMART Goal for yourself or as a collaborative school counseling department SMART goal that reinforce your efforts to establish, develop,, and/or enhance your K-12 CCR initiatives. Citation references include: Standard 1: Curriculum Planning and Assessment Standard 11: Teaching all Students D. Systemic Planning and Delivery #1. Strategic Planning #2. School Counseling Curriculum #3. Coherent Delivery E. Student Services #3. Post-secondary Planning #4. College Planning
The SMART goal could include language like: During the current academic year, the school counseling department will
• actively participate in developing and delivering two CCR activities in the school community. • collaborate to minimally provide one CCR Tier 1 lesson for each grade level in the building. b. Cite specific alignment references to student CCR readiness aligned with National and Massachusetts Student Learning Standards.
“… student learning standards and competencies delineate what students will KNOW, UNDERSTAND and BE ABLE TO DO, … Aligned with district targets, school counseling department should identify and prioritize student learning standards to guide program development and informs stakeholders about student competencies that can be achieved as a result of participating in the school counseling programs … key Massachusetts sources for program and curriculum alignment including the My Career and Academic Plan (MyCAP) (Appendix I) MA Career Development Education (CDE) Benchmarks (Appendix A), MA Curriculum Frameworks. …Key national sources include CASEL’s Social Emotional Learning Competencies (Appendix B) and the
ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for Every Student (Appendix
C.)” (MA Model 3.0 - DEFINE pg. 20)
Does your school counseling curriculum scope and sequence/curriculum map include a Workplace Readiness/Career Strand and CCR student learning outcomes that clearly identifies and aligns with Massachusetts and National Student Learning Standards?
CCR alignment examples:
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MA Model 3.0 Appendix I: MA College and Career Advising & MyCAP Scope and Sequence Benchmarks - 9th-12 (pgs. 68-71)
Domain What a Student Should Know, Understand, and Be Able to Do in 9th Grade
NOTE: Statements below are adapted from CDE benchmarks, SEL competencies, and/or ASCA Mindsets & Behaviors Personal Social Students will demonstrate knowledge, understanding, and personal awareness of their individual talents, interests, hopes, dreams, and passions
Career Development Education
Students will demonstrate knowledge and understanding of career clusters.
Students will demonstrate critical thinking and informed decision-making skills to match their skills and abilities to particular career interests
MA Model 3.0 Appendix A: MA Career Development Education (CDE) Benchmarks
Domains: Learners will develop and demonstrate Academic Technical A2: strong academic, technical and employability skills for career A2-1 Communication and literacy skills for self-advocacy and presentation A2-4 Critical thinking skills to use and evaluate information and life management
Workplace Readiness W-1 knowledge and skills in the planning and decision-making process. W1-5 Skills in establishing and modifying career management tools (e.g. resume, portfolio)
Personal Social PS-2: attitudes, behaviors and interpersonal skills to work and relate effectively with others. PS2-1 Skills in interacting positively with others at home, at school, at work
PS2-4 Knowledge of how positive behaviors and attitudes contribute to educational achievement and workplace success.
MA Model 3.0 CASEL Social Emotional Learning Competencies: self-awareness, self-management, responsible decision-making.
MA Model 3.0 Appendix C.: ASCA Mindsets and Behaviors for Student Success: CCR Standards for Every Student
Mindsets
#3 – Understanding that postsecondary education and life-long learning are necessary for long-term career success Behaviors: Students will demonstrate the following standards through classroom lessons, activities, and/or individual/group counseling
Learning Strategies Self-Management Skills Social Skills
LS - 3. Use time-management organizational, and study skills
LS -7. Identify long-term and short-term academic, career and social-emotional goals. SM- 5 Demonstrate perseverance to achieve long- and short-term goals SS-3 Create relationships with adults that support success.
Once you have defined alignment to student Career Readiness outcomes for all students and established your professional Ed Evaluation SMART goal, WHAT will be your collaborative role implementing, managing, delivering, and assessing CCR in your school
community?
PART 2 - TO BE CONTINUED. This article continues in the February issue of the CN and provides ASSESS, MANAGE, AND DELIVERY strategies shared by colleagues for the integration of CCR and student MyCAP portfolio development into your school counseling program school community.
