1

Running head: RAMP AUDIT

ASCA National Model RAMP Audit: Lee-Davis High School

Kelly Hodgkins, Shannon Torres, and Samantha Zimmerman-Bobb
Virginia Commonwealth University
CLED 613

RAMP AUDIT

Introduction
In an effort to assist the school counseling profession in becoming more standardized and
effective, the American School Counselors Association (ASCA) developed the ASCA National
Model which provides a framework for counselors across the country to measure how their
programs are making progress. Along with the National Model, ASCA introduced the
Recognized ASCA Model Program (RAMP) designation that acknowledges comprehensive
school counseling programs in their implementation of four components of the model:
foundation, management, delivery, and accountability. One school that is looking to be RAMPcertified is Lee-Davis High School (L-DHS). L-DHS is working to bring together the necessary
elements that will allow for stronger results from their programs execution. This document
includes an audit of the elements from L-DHS School Counseling Program, which exemplify the
four components of the ASCA National Model.
Foundation
Vision Statement - Score of 1

Creates a vision of learning

for all students

1-Poor

2-Weak

NA

NA

3Satisfact
ory
Yes

Lacks focus
or does not
include

Addresses Clearly
addresse
s

X
5 Components
1. Describes a future
world where the
school counseling
goals and strategies
are being
successfully
achieved.
2. Outlines a rich and

Lacks focus
and includes
only one or
two

X
-No vision
statement
provided

4-Strong 5Exemplar
y
Yes
To the
highest
extent
To the
highest
extent

RAMP AUDIT

textual picture of
what success looks
like and feels like
3. Is bold and inspiring
4. States the best
possible student
outcomes that are
five to 15 years
away
5. Is believable and
achievable
Narrative provides
explanation of
1. how beliefs
influenced the vision
statement,
2. how it was
developed
3. why components
were included or
excluded

Little or no
explanation

Lacks
explanation

Provides
explanati
on

Strong
explanati
on

Exemplary
explanation

Rationale. The vision statement received a score of 1 on the RAMP audit. The school
counselors at L-DHS communicated that the school counselors are fairly new to the school,
therefore the foundation component of the ASCA National Model is a working progress. After
discussion with the school counseling department at L-DHS, they have not established their
beliefs or developed a vision statement for the school counseling program. A mission statement
was submitted with the annual agreement, however there was no evidence of a vision statement.
To obtain a satisfactory score on the RAMP audit, the school counselors at Lee-Davis High
School must develop a vision statement that is separate from the mission statement.
Recommendations. The vision statement should describe desired outcomes for student
achievement that will manifest 5 to 15 years later in the future. One recommendation is to
collectively establish beliefs; the beliefs of the school counselors will be a guide for the vision
and mission statement. Although the vision statement must be bold and inspiring, it should also

RAMP AUDIT

be believable and attainable. Reviewers of the RAMP application will expect the vision
statement to provide a descriptive and textual picture of what success looks and feels like for all
students. Last, the vision statement should describe a future world where the school counseling
goals and strategies are successfully achieved.
The vision statement was not provided, therefore this section cannot earn a score higher than
1. In addition, the L-DHS school counseling department must create a narrative for the vision
statement. The narrative should describe how the vision statement was developed and how
beliefs influenced the vision statement. The last portion of the narrative should explain why
components were included or excluded.
Mission Statement - Score of 1.
1-Poor
One Focus

2-Weak
Lacks Focus

3-Satisfactory
Yes

4-Strong
Yes

5-Exemplary
Yes

Addresses

Clearly
addresses

To highest
extent

Provides little
explanation

Provides
explanation

Strong
explanati
on

Exemplary
explanation

Lacks
focus
Meets all four components
1. aligns with the schools
mission statement and
may show linkages to
district and state
department of
education mission
statements
2. is written with students
as the primary focus
3. advocates for equity,
access and success of
every student
4. indicates the longrange results desired
for all students
Narrative addresses
1. how mission
statement was developed
and

Includes
one or
two

-No
narrative

Does not
include all four
1.) state
linkage
missing
2.) yes
3.) yes
4.) yes

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2. why components
were included or
excluded
Schools mission statement
is included

May be

May be

Yes

Yes

Yes

X
Rationale. The mission statement (see Appendix A) receives a score of 1 on the RAMP
audit. The mission statement was included along with the Hanover County District mission
statement, and the school mission statement. The score on this section is reflective of the
information that was submitted. The program mission statement is clear and concise, yet it does
not include all four components of an effective mission statement. The mission statement
addressed equity and success of every student by promoting academic, career, and
personal/social growth for all students. The mission statement also addressed long-range results
by asserting that students will have lifelong success and be responsible citizens. It is evident that
students are the primary focus for this mission statement. One recommendation is to mention the
use of a comprehensive school counseling program that fosters the mission statement.
Recommendations. The school counseling mission statement must be tied to the
schools mission statement and must be presented to and accepted by the administration,
counselors, advisory council and school board. The mission statement must also align with the
state department of education mission statement. For RAMP certification, a narrative must be
provided along with Lee-Davis High Schools mission statement. The narrative should address
how the mission statement was developed, and why components were included or excluded. We
advise that the L-DHS school counseling department develop an individualized mission
statement that links to the program philosophy and the vision statement. In addition, we

RAMP AUDIT

recommend that an additional statement is included to mention how student needs are met
through the implementation of a comprehensive school counseling program.
School Counseling Program Goals - Score of 1
Focus attention on student
achievement, attendance, behavior
and/or school safety.

1-Poor
No

2-Weak
Yes

3-Satisfactory
Yes

4-Strong
Yes

5-Exemplary
Yes

Yes

Yes

Yes

NA

Linked

Clearly

Unmistakably

NA

NA

Strong

Exemplary

Yes

Yes

Yes

Address all five criteria:

1. Promote achievement,
attendance, behavior and/or
school safety
2. Are based on school data
3. May address school wide data,
policies and practices to
address closing-the-gap issues
4. Address academic, career
and/or personal/social
development
5. Are SMART: specific,
measurable, attainable, resultsoriented, time-bound

No

Linked to school data

NA

No

X
Are statements about desirable
outcomes

NA

Narrative addresses:
1. How goals were developed
2. How they address learning
and/or student inequalities
3. How they are founded in data

No

X
No

Rationale. The school counseling program goals of L-DHS (see Appendix B) receives a
score of 1. The school counselors at Lee-Davis High School worked collaboratively to target
program goals. The program goals promote student achievement, attendance, and behavior

RAMP AUDIT

and/or school safety. Despite the school counselors committed effort in establishing SMART
goals, there is no evidence that the goals are based on school data. The program goals have set
percentages, however baseline data is missing. There was little mention of the desired outcomes
based on what the school counselors hope to accomplish through these program goals. Two out
of three of the goals lacked clarity of a projected time/date that each goal will be obtained.
Although there is evidence of a closing-the-gap goal, there is no evidence of baseline data
collected for this goal.
Recommendations. One recommendation would be to examine the school data profile
to identify academic gaps by categories to disaggregate the data. Also, a narrative should be
included to explain how the goals were developed, how they are founded in data, and how they
address learning and/or student inequalities. We also suggest that the school counselors complete
the school counseling program SMART goals worksheet as a tool to help set goals.
ASCA Student Standards - Competencies & Indicators - Score of 1
1-Poor

2-Weak

Developmentally
appropriate comp & ind
for each grade level

No

Yes

Link to counseling goals,

mission, school needs

Poorly
Link

3Satisfact
ory
Yes

4-Strong

5Exemplary

Yes

Yes

Link

Clearly
link

Unmistakabl
y

Provides
an
explanati
on

Strong

Exemplary

X
Somewhat
link

X
Narrative provides:
1. An explanation as
to how these
competencies an
indicators were selected
2. How they inform
the core curriculum for
all students

No
Lacks
Explanatio adequate
n
explanation

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3. How they are

reviewed and revised
each year
Rationale. The ASCA Student Standards & Competencies receives a score of 1 on the
RAMP audit. There was no submission of school-specific competencies or indicators from the
ASCA Student Standards. Since this section was not submitted, we were unable to determine if
the competencies and indicators are developmentally appropriate for each grade level.
Recommendations. To meet the satisfactory requirements for RAMP certification, the
competencies and indicators must link to counseling goals, mission, and school needs. This
section also lacked a narrative that explains how the competencies and indicators were selected;
how they inform the core curriculum for all students; and how they are reviewed and revised
each year. School counselors should select competencies and standards that align with the
specific standards that are identified for classroom lessons and small group activities addressing
student developmental needs. The competencies should directly reflect the vision, mission and
goals of the comprehensive school counseling program and align with the schools academic
mission. We recommend the use of the ASCA Crosswalk tool to align ASCA standards with
state standards. We also believe it is beneficial to use the program planning tool found on
www.ASCANationalModel.org to identify grade-level competencies and indicators.
Management
Annual Agreement - Score of 1

Signed within first two months of

school year the RAMP application
covers

1-Poor

2Weak

3Satisfact
ory

4-Strong 5Exemplary

NA

NA

Yes

Yes

Yes

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One per school counselor

NA

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

X
Each agreement is thorough and
reflect each school counselors scope
of work

No

Percentage of time aligns with

recommended use of time for
direct/indirect services (80% or
more) and program planning/school
support (20% or less)
Reflects the school counseling
programs vision, mission and goals

Does
not

May

Does
not

Does
not

X
Yes

Yes

Yes

X
Reflects

Reflects

Unmistakably
reflects

X
The narrative provides rationale of
the school counselors use of time
that supports the program goals.

Does
not
provid
e

Lacks
clear
ration
ale

Rationale

Compelli
ng
rationale

Highest and
most
compelling
rationale

Narrative reflects
1. the formal discussion
between school counselor and
principal and
2. how the decision to distribute
duties among the school
counseling staff was made.

Does
not

Not
clearly

Yes

Yes

Yes

Rationale. The Annual Agreement section of the RAMP Audit (see Appendix C)
receives a score of 1. The Annual Agreement is a computer copy that is missing the physical
dates and signatures. As a result of missing information, we are unsure if the annual agreement
has been reviewed by school administration. There is evidence of one annual agreement,
however an annual agreement must be established for each counselor. The percentage of time

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10

does align with the recommended use of time for direct/indirect services (80% or more) and
program planning/school support (20% or less). It reflects the school counseling programs
mission and goals, but does not reflect the vision. There is no narrative provided.
Recommendations. We advise that the Counseling department provide a scanned copy
of each Annual Agreement (one per counselor) in order to showcase signatures and verify that it
was done within a two-month timeline. Additionally, a vision statement must be included.
Lastly, a narrative should be provided that includes a summary of the formal discussion between
the counselor and the principal as well as how the counselors decided who among them was
assigned what duties.
Advisory Council - Score of 1.
1-Poor
2 sets of agenda and Little or no
minutes
detail and
clarity

2-Weak
Lack detail
and clarity

3Satisfactory
Included

4-Strong
Detailed

X
Representatives
from all
stakeholders
(parents, teachers,
administration,
community, etc)
(includes list of
members and
stakeholder
position)
School data, goals,
activities presented
to council

Lacks
representativ
es from all
stakeholders

Council provides
input on goals and
activities

Little or no
evidence

X
Little or no
evidence

5Exemplary
Highly
detailed with
supporting
documentati
on

Lacks
representati
ves from all
stakeholder
s

Representativ Representati
es from all
ves from all
stakeholders stakeholders

Representati
ves from all
stakeholders

Lack of
evidence

Evidence

Detailed
evidence

Highly
detailed
evidence

Lack of
evidence

Evidence

Evidence

Clear
evidence

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11

X
Council solely
focused on School
Counseling
Program (if no,
score can be no
higher than 3)
Narrative provides
1. explanation
of how council
was developed
and
2. how it
guides the
program

No

No

No

Yes

Yes

Lack of
evidence

Explanation

Detailed
explanation

Highly
detailed
explanation

X
Little or no
evidence

Rationale. The L-DHS Advisory Council section (See Appendix D) receives a score of
1. There is little evidence regarding the list of stakeholders that are represented on the council.
This section includes a letter addressed to Mr. Norman Sulser, who only represents one member
of the council. After discussion with the L-DHS Counseling Department, it is known that they
have not yet facilitated an advisory council meeting. Because of this, there is no evidence of
presentations regarding the programs mission and vision statement, program goals, or activities.
There is also no information about the councils feedback towards the L-DHS Counseling
Program. Since the advisory council has not yet convened, the agenda and meeting minutes are
not available. Additionally, there was no narrative provided by the department to explain the
council and how it provides valuable input for the program.
Recommendations. In order to receive a higher score on the advisory council section, we
have a few recommendations for the L-DHS Counseling Department as they begin establishing
their council. We advise that the council include representation not just from community
members but from parents, teachers, administrators, and students as well. As they plan for their

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12

initial meeting, the Counseling Department should include two agendas that have highly detailed
points of discussion that focus only on the L-DHS School Counseling Program. They should
make sure that the points of discussion within each meetings agenda align with the programs
goals and show school data as well as direct and indirect activities that support achievement
towards the designated goals. L-DHS school counselors should also show evidence of
stakeholder inclusion and input towards creating activities and establishing goals for the
following year. Lastly, a narrative should be provided that includes an explanation of how the
council was chosen and how it guides the programs influence on the school community.
Calendars

Master Calendar
Highly detailed

1-Poor

2-Weak

3Satisfactor
y

4-Strong

5-Exemplary

Not
detailed

Limited
detail

Detailed

Highly
detailed

Highly
detailed

X
X

Yes

Strong

Exemplary

NA

NA

Yes

Yes,
including
stakeholders

Depth and breadth of

a SC program
Impacts all students

NA

X
Reflects program goals
and goals and activities
of curriculum action
plan
Weekly Calendars
Two weekly calendars
for each counselor
(one fall and one
spring)
Detail of calendars

Little or no
reflection

Lacks
reflection

Reflects

Clearly
reflects

Unmistakably
reflects

No

Yes

Yes

Yes

Lacks
detail

Detailed

Detailed

Highly
detailed

X
No

X
Little or no
detail

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13

X
Correlation with
percentage of time
from annual
agreement

Little or no
correlation

Activities are clearly

NA
coded so that
percentage of time is
clearly communicated.
Narrative includes:
No
1. Explanation of
the annual and
weekly calendars
2. How calendars
are used and
adjusted during the
year

Lacks
correlatio
n

Correlate

Correlate

Highly
correlate

NA

NA

NA

Yes

No

Yes

Yes

Yes

X
X

Master Calendar - Score of 1

Rationale. The annual master calendar receives a score of 1. The L-DHS master calendar
is in the form of a Google calendar that is shared online between the school counseling
department. Although the calendar is for the current year, the RAMP certification requires that
the calendar showcase events from the most recently completed year, which would be 20142015.
The current master calendar provides limited detail of the events that are facilitated by
the department. Each event has a date, time, and short name to briefly identify what the event
entails but does not show full depth and breadth of the school counseling programs impact on
stakeholders. From the events listed, it is difficult to tell how the time is divided between direct
and indirect services; assuming that not all school counseling services are listed. Due to the
limited detail, the calendar events cannot be compared with the allotment of direct and indirect
services as outlined in the L-DHS annual agreement.

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14

All L-DHS students are impacted by the school counseling programs events such as 9th
grade small group counseling, presentations to 10th grade physical education classes, small
groups for 11th graders towards the end of the year, and individual senior meetings. In addition
to focused grade level events, the calendar includes door decorating contests and college
workshops that are available to the entire L-DHS student community.
Lastly, two of the three goals that the counseling department created are reflected through
the annual calendar. The department aims to assist 30% of ninth grade students in joining at least
one extracurricular activity by the end of their year. This goal is represented through the use of
campfire counseling groups that will be implemented during the fall semester specifically for
this population. They also strive to assist 30% of potential first generation college students in
applying to at least one four year college/university. By putting on programs such as college
bootcamp, first generation college student workshops, individual senior meetings, and common
application workshops, the L-DHS counseling department clearly integrates their third goal
throughout the annual calendar. Although two of the goals are represented within the calendars
events, the second goal of reducing missed class time for students dealing with emotional issues
is not as clearly seen. This might be because it is more difficult to account for these responsive
services through the annual calendar, as they may be delivered based on the immediate needs of
the students.
Recommendations. In order to receive higher scores for the annual calendar section, the
counselors at L-DHS can include more detail about the events they coordinate in order to show
the entirety of the services the L-DHS Counseling Department provides to the school community
in addition to emphasizing the academic, career, and personal/social domains. They should also
organize their events based on the allotment of direct and indirect hours that was outlined in their

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15

annual agreement so it is clear for those looking at the calendar to see how their percentage of
time is divided. Lastly, the calendar should reflect more detail about their second goal regarding
the reduction of missed class time, such as a date and time to analyze the data that has been
collected through their Google form.
Weekly Calendars - Score of 1.
Rationale. The weekly calendars section receives a score of 1. Since there was no
submission of the weekly calendars for the five school counselors employed at L-DHS, we were
unable to see the allotment of time for direct and indirect services and how they correlated with
the annual agreements percentages. There was also no evidence of a narrative that explains the
annual and weekly calendars and how they are adjusted during the school year.
Recommendations. Once the weekly calendars have been submitted, our
recommendations would include the same recommendations that were made for the annual
calendar along with a narrative that explains the organization of both the annual and weekly
calendars and describes how they are used or adjusted during the year.
Delivery System
School Counseling Core Curriculum Action Plan - Score of 1
1-Poor
Comprehensive in
scope

2-Weak

Not
Not
comprehens comprehens
ive
ive

Developmentally
appropriate

No

Content of lessons
address topics
appropriate to
student achievement
and success based on

NA

No

3Satisfactory
Comprehensi
ve

4-Strong
Comprehen
sive

5Exemplary
Highly

X
Yes

Yes

Yes

X
X

NA

NA

Yes

Address a
broad
variety

RAMP AUDIT

16

school data.
Three classroom
Lack
lessons link to vision, linkage
mission, and comp
& indicators

May link

Lessons link

Exemplary
lessons that
directly link

Exemplary
lessons that
directly link

NA

Impacted

Impacted

Clearly
affected

NA

NA

Yes

Numerous
topics

Partial plan

Included

Highly
detailed

Highly
detailed

Yes

Yes

All students
impacted

NA

Content addresses
topics of student
achievement and
success and based on
school data and
program goals
Plan for evaluation

NA

X
X
No plan

X
Narrative addresses:
1. Rationale for
the design and
implementation
of the SC core
curriculum
2. Describes
what, to whom
and how it will
be delivered, and
how students
attainment of the
competencies
will be evaluated

No

No

Yes

Rationale. The L-DHS School Counseling Core Curriculum Action plan receives a score
of 1. It was comprehensive, but the content of the lessons does not seem to address topics
appropriate to student achievement and success based on school data. It was missing three
classroom lessons that link to vision, mission, and competencies & indicators so not all students
are impacted. The content does not address topics of student achievement and success, nor is it
based on school data and program goals. They do have a plan for evaluation, but there was no
narrative.

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17

Recommendations. We advise that the L-DHS Counseling Department include any

process, perception, and outcome data used in connection with each lesson. These lessons should
be classroom-oriented, and have an impact on all students. They should also show a correlation
with student achievement and success based on available school data and goals established.
Lastly, a narrative should be provided that discusses what the lesson plan is, to whom it will be
delivered, and how competencies will be evaluated as well as why the design and
implementation of the school counselor core curriculum was chosen.
School Counseling Core Curriculum Results Report - Score of 1
1-Poor

2-Weak

4-Strong

5-Exemplary

Lacks
alignment

3Satisfactor
y
Three
lessons link

Summarizes 3 lessons
linked to vision,
mission, and comp &
indicators

Lacks
alignment
evidence

Three high
quality
lessons that
directly
linked

Three
exemplary
lessons that
directly linked

Process data included

No

No

Yes

High quality Exemplary

No

Yes

High quality Exemplary

No

Yes

High quality Exemplary

NA

NA

Thoroughly
discussed

No

Yes

Yes

X
X

Perception data
included

No

Results data included

No

X
X

Implications

NA

X
Narrative
1. Reflects on
the analysis of
effectiveness of
the lessons

No

Insightful and
will lead to the
delivery of
exemplary
lessons in the
future.
Yes

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18

2. Addresses
how the results
will inform future
school counseling
activities

Rationale. The L-DHS School Counseling Core Curriculum Results Report receives a
score of 1. There was no submission of the results report since the L-DHS Counseling
Department is currently implementing their core curriculum for the 2015-2016 school year and
unable to collect results until June 2016. Since three classroom guidance lessons were not
designated in section eight, we are unable to make a connection of the results report to the
summaries of each lesson plan and how they each align with their mission, vision, and
competencies and indicators. In addition, there was no inclusion of charts or graphs that
summarize the process, perception, and outcome data that was collected or implications for
future lesson delivery. Lastly, this section lacks a narrative from the L-DHS counseling
department that analyzes the lessons effectiveness and how the department will make
improvements for core curriculum delivery.
Recommendations. Our recommendations to the L-DHS Counseling Department are to
continue collecting process, perception, and outcome data on the direct services they are
providing to their students and connecting it to their three outlined goals for the 2015-2016
school year. Once they have finished implementing their delivery, they should organize their
data with charts and graphs that summarize how the curriculum has changed the students they
provided services towards and offer suggestions for future implementation. Lastly, a narrative
should be included that shows an analysis of the lessons benefits in addition to how adjustments
will be made for future delivery.
Small-Group Responsive Services (New Student Group) - Score of 1

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19

1-Poor

2-Weak

3-Satisfactory

4-Strong

List of groups of at
least four meetings
(name, focus, # of
students, who
conducted, number of
times met)
Address a variety of
needs

One or
more

At least one

Two or more

Multiple
groups

5Exemplary
Multiple
groups

NA

NA

A variety

Broad variety

Lesson plans for one

group

Not
detailed

X
NA

X
Lacks detail

Detailed and
Detailed and
comprehensive comprehensi
ve

X
Tied to program goals
and comp &
indicators

Does
not link

Comprehensive and
developmentally
appropriate

May be

Enables students to
master standards,
comp & indicators

No

Process, perception
and results data are
included

Little or
no
process,
percepti
on or
outcom
e data

Highly
detailed and
comprehensi
ve

Lacks
linkage

Directly tied

Directly tied

Directly tied

May be

Yes

Yes

Yes

X
X
May

Likely

Likely

Highly likely

Lack of
process,
perception
or outcome
data

Clear and
relevant
process,
perception and
outcome data

High quality,
clear and
relevant
process,
perception
and outcome
data

Highest
quality
process,
perception
and outcome
data

No

Yes

Yes

Yes

X
Narrative addresses:
1. How group
topics selected
2. How
participants
selected
3. How results
will inform future

No

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20

groups
4. How the
decision was made
as to who
delivered the
groups (if more
than one
counselor)
Rationale. The Small-Group Responsive Services section of the RAMP Audit (see
Appendix E) receives a score of 1. There was not a list of group meetings, though they did
address a variety of needs. There was a lesson plan for each group but they were not tied to
program goals or competencies & indicators. It was comprehensive in scope and is
developmentally appropriate. It does not state whether the content of the lesson addresses topics
appropriate to student achievement and success based on school data. It does indicate a link to
the mission statement or the vision, as there isnt one listed. The lesson plan does not impact all
students because it was made for a specific group (new students). The lesson plan addresses
student achievement and success based on program goals, but not on school data. They have
included a plan for evaluation but it does not follow the template. There is no narrative provided.
Recommendations. We advise that the L-DHS Counseling Department add a list of
prospective group meeting dates (4+) to the Small Groups lesson plan. Each lesson plan should
be visibly tied with the program goals and competencies & indicators. Each lesson plan should
also showcase ASCA standards being addressed and competencies & indicators. Any process,
perception, and results data gathered for each lesson should be visible. Lastly, a narrative should
be provided that discusses how each topic was selected, how each of the participants were
selected, how results data collected will be applied to future groups, and how it was decided
which counselor's would deliver each lesson.
Closing-The-Gap Results Report- Score of 1

RAMP AUDIT

21

1-Poor
No

2-Weak
No

3-Satisfactory
Yes

4-Strong
Yes

5-Exemplary
Yes

No

Aligned and
developmentally
appropriate

Aligned and
developmenta
lly
appropriate

No

Yes

Clear and
relevant

Highly
aligned and
developmenta
lly
appropriate
Exemplary

No

Yes

Yes

Highest
quality

Outcome data No
included

No

Yes

Yes

Highest
quality

Implications
of data

No

No

Yes

Thoroughly
discussed

Supplemental
and
supporting
documentatio
n
Narrative:
1. How
gap was
identified
2. why
important
to address
Narrative
addresses
how research
was used to
determine
activities and

NA

NA

NA

Yes

Insightful and
will lead to
the delivery
of exemplary
closing-thegap activities
in the future.
Exemplary

No

Yes

Yes

Yes

NA

NA

NA

Yes

Clearly tied to
the school
counseling
program goals
Objective,
No
target group,
curriculum,
materials

X
X

Process data
included

No

Perception
data included

No

X
X
X
X
X
No

X
NA

RAMP AUDIT

22

interventions
Rationale. The closing-the-gap report received a score of 1 on the RAMP audit. The
closing-the-gap report was not provided, therefore there is no evidence that the school counseling
program goals are reflected in the closing-the-gap results report.
Recommendations. Closing-the-gap activities should address important issues of equity
and student achievement, therefore process, perception, and outcome data should be evaluated in
this report. Implications of data should be thoroughly discussed in the narrative to explain how
the gap was identified, why this issue was important to address, and how research was used to
develop interventions to close the gap. Again, the school counselors at L-DHS must review the
school data report card in order to identify existing gaps, the data should be disaggregated to
determine a gap. Collecting data and analyzing results are key strategies to assess program
effectiveness. The closing-the-gap results report can also help school counselors advocate for
student equity. Another recommendation would be to review other data such as attendance and
disciplinary referrals to disaggregate this data as well.
Conclusion
The Lee-Davis High School Counseling Department is continuing to pull together the
necessary elements that will allow them to become RAMP-certified. With the aforementioned
rationale and recommendations, this audit will serve as a guide for assisting L-DHS on
implementing and maintaining a Recognized ASCA-Model Program.

RAMP AUDIT

23

References
School Data Report (n.d.). Lee-davis high school. Retrieved from
http://www.publicschoolreview.com/lee-davis-high-school-profile.
Virginia Department of Education (2015). Lee-davis high school. Retrieved from
https://p1pe.doe.virginia.gov/reportcard/report.do?division=42&schoolName=1146.