ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.

1. How to Personalize ASCA Competencies
Presented by Nick Rabinovitch & Susie Wood, Human eSources

2. Introduction

3. OurPartnerPresenters
In his work at Human eSources Nick
oversees the educational content of
our products and resources. Nick has
been in the online education and
career development field for 11 years
after spending 7 years as a high
school teacher. He has a bachelor of
science degree in biological sciences
and psychology and a bachelor of
education in secondary education.
Susie has been with Human eSources
for 11 years, covering everything from
support and consulting to training. Her
past work as an adjunct college
professor and outplacement
professional, as well as her current
personal counseling practice, give Susie
an in-depth understanding of career
and education development. Susie has a
masters degree in training and
counseling.
Nick Rabinovitch, BSc, BEd
Director of Product Research & Design
Susie Wood, MA, MSSW
Senior Education Consultant & Trainer
Introduction
0201

4. AboutHumaneSources
Introduction
Our
philosophy
is
simple:
we
believe
that
everyone
has
the
right
to
a
sa6sfying
and
fulfilling
life
and
that
the
star6ng
point
for
the
journey
begins
with
personal
insight.

5. 1
2
3
4
5
6
Agenda
About Human eSources Personalized Learning
College – Getting in vs. Staying in
ASCA Mindsets and Behaviors ASCA – AchieveWORKS Crosswalk
AchieveWORKS Overview
Introduction

6. College – Getting in vs. Staying in

7. Staying in a job? See appendix slide
Many middle and high school students appear to be misinformed about
even the basics of college attendance and enrollment1
. Students greatly
overestimate the price of higher education2
and often think that
entrance requirements are more stringent than they are. They tend to
think that the most difficult thing about college is getting in, when in fact the vast
majority of students attend their first choice institution, but many do
not complete their first year (i.e., staying in college is harder than getting
into college).3
College – Getting in vs. Staying in
Identifying a Problem
1 Avery, C., & Kane, T. J. (2004). Student perceptions of college opportunities. The Boston COACH Program. NBER Chapters, in: College Choices: The
Economics of Where to Go, When to Go, and How to Pay For It (pp. 355-394). National Bureau of Economic Research, Inc.
2 Horn, L. J., Chen, X., & Chapman, C. (2003). Getting ready to pay for college: What students and their parents know about the cost of college tuition and
what they are doing to find out. National Center for Education Statistics Report No. 2003030. Washington, DC: U.S. Department of Education, Institute of
Education Sciences.
3 (2015) Review Protocol for Studies of Interventions to Support the Transition to College. Version 3.1. What Works Clearinghouse. Institute of Education
Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_tc_protocol_v3.1.pdf on April 15, 2016

8. • Academic success
• College and career readiness
• Social/emotional development
Based on research and best
practices in student achievement
College – Getting in vs. Staying in
Addressing the Problem
Available at http://www.schoolcounselor.org/asca/media/asca/home/mindsetsbehaviors.pdf

9. ASCA Mindsets & Behaviors

10. ASCA Mindsets
and Behaviors
• Align with Common Core and State
Standards
• Find specific competencies at
www.schoolcounselor.org/
studentcompetencies
• Similar to CAS Learning and Development
Outcomes
http://www.cas.edu/learningoutcomes
Available at http://www.schoolcounselor.org/asca/media/asca/home/mindsetsbehaviors.pdf

11. Personalized Learning

12. Individualized vs.
Personalized
Learning
Educator’s Role
Student’s Role
Standards*
End result
Essence
Discovers and documents each student’s traits and
tailors instruction to each student.
Focus on the teacher, follow instructions, remember
and perform.
Institutionally and politically established competencies
that can be tested, measured and converted into data
for refining instruction.
Literate and knowledgeable performers.
Education is done to the student
Individualized
Encourages students to become more aware of their
own traits and allows for choice in the way students
learn and are assessed.
Pay attention to the world, consult with the teacher
(and others), identify and pursue emerging areas of
interest while being attentive to strengths,
challenges, and interests.
A narrower set of competencies demonstrated
through original, compelling and valuable published
or constructed works.
Skilled, knowledgeable, curious, compassionate, wise
and engaged life-long learners.
Education happens as a result of what the learner
does
Personalized

13. AchieveWORKS
Overview

14. AchieveWORKS Overview
Personal Assessments
Learning & working
preferences
Preferences
for
receiving
informa6on
and
being
produc6ve
Grades 6-12
• Study habits
• Classroom
adaptations
• Personal awareness
Natural
behaviors
and
where
we
put
our
focus
Grades 9-12
• College selection
• Career selection
• Intervention and
communication
• Personal awareness
Differing
abili6es
to
process
informa6on
and
produce
things
of
value
in
the
current
culture
Grades 8-12
• Course/Major
selection
• Career selection
• Study strategies
• Personal awareness
What is measured
Target audience
Applications
Personality
type
Multiple
intelligences

15. Demo https://connection.naviance.com/family-connection

16. Using AchieveWORKS
with Students

17. Get Buy In From Students and Parents
Add your contact information and send home with students

18. DWYA Handbook
Guide to Interpretive
Counseling Using the
Report

19. Criteria Checklists
Creativity Made YouTube
video
Ask college what
creative opportunities
would be available for
video production

20. ASCA – AchieveWORKS
Crosswalk

21. Crosswalk
Available in the
Naviance
Network

22. Observe Others
• Leading or participating in groups is always more enjoyable and
successful when one is able to read others' body language and
communicate accordingly…
Help Others
• Getting involved in charity work and service-oriented activities
via….
Create relationships with adults that support successASCA Standard
AchieveWORKS Report Section
ASCA – AchieveWORKS Crosswalk
Example
Sample Guidance
MI Advantage: Interpersonal - Developing this Intelligence

23. Demonstrate perseverance to achieve long- and short-term goalsASCA Standard
AchieveWORKS Report Section
ASCA – AchieveWORKS Crosswalk
Example
Sample Guidance
The Learning Style Inventory: Persistence
• Study in groups that include people who regularly complete
tasks as well as some people who don't. In this way, you can
explore possibilities, have fun, and be organized.
• Be careful not to overextend yourself by working on too many
projects at once.
• You might complete tasks better if they are short and specific
with immediate outcomes. This way you can complete them in
a short time and get an immediate response once your work is
checked.

24. For more information, please contact your
Hobsons Account Manager, visit Naviance.com, or call 1.866.337.0080
Thankyou!

25. Appendices

26. • Stay current with your knowledge and skills
• Use good relational skills
• Maintain moral integrity
• Carry out assignments on time
• Take initiative
• Display a positive attitude
• Maintain a constant effort
• Be willing to earn rewards
• Stay productive
• Be a team player
Top10WaystoKeepYourJobandAdvanceYourCareer
Adapted from Ten Reasons Why People Lose Their Jobs. Thom Rainer. September 26, 2013. Church Central.
Retrieved from http://www.churchcentral.com/blogs/ten-reasons-why-people-lose-their-jobs/ on April 18, 2016

27. Appendix B
ComparisonofASCAandCASStandards
ASCA Mindsets & Behaviors CAS
Academic Development
• strategies and activities to support and
maximize each student’s ability to learn
• Knowledge acquisition, construction,
integration and application
• Cognitive complexity
Career Development
• understand the connection between
school and the world of work
• transition from school to postsecondary,
world of work and from job to job across
the life span
• Practical competence
• Humanitarianism and civic engagement
Social/Emotional Development
• manage emotions and learn and apply
interpersonal skills
• Intrapersonal development
• Interpersonal competence