FOURTH EDITION - RAMP® Applications submitted in October 2024

RAMP

Applications

submitted in October 2024

(Using 2023–2024 school year data)

FOURTH EDITION

ASCA adheres to FERPA guidelines and reminds schools to protect student identity throughout the RAMP

application. No identiﬁable student information should be included. Applications with student photos and names

may be subject to being deleted. Thank you in advance for reviewing applications for this information prior to

submitting for RAMP

consideration.

1. VISION AND MISSION STATEMENTS – 6 points

Enter:

■ School counseling vision statement

■ School counseling mission statement

■ School and district vision and mission statements if

available

1.A School Counseling Vision Statement

(earn 1 point if descriptor met)

1.A1 Describes the future world (after graduation from

high school) where best-possible student outcomes are

achieved

1.A2 Includes school and district vision statement

or enter n/a only if your school or district does not

have one

1.A3 Aligns with school and/or district vision

statement or includes an explanation regarding the lack

of alignment

1.B Vision Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

1.B Give two examples of how the development of

the vision statement was inﬂuenced by the seven

mindset standards from the ASCA School Counselor

Professional Standards & Competencies, citing the

speciﬁc mindset standard(s).

1.C School Counseling Mission Statement

(earn 1 point if descriptors met)

1.C1 Describes school counseling program’s

overarching focus or purpose as described in the ASCA

National Model

1.C2 Includes school and district mission statement or

enter n/a only if your school or district does not have

one

1.C3 Aligns with school and/or district mission

statement or includes an explanation regarding the lack

of alignment

1.D School Counseling Mission Statement

(earn 1 point if descriptor met)

1.D1 Emphasizes equity for every student

1.D2 Emphasizes access for every student

1.D3 Emphasizes success by describing long-range

results for every student

1.E Mission Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

1.E Give one example of how the school counseling

program addresses equity for every student

1.F Mission Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

1.F Give one example of how the school counseling

program addresses access for every student

WWW.SCHOOLCOUNSELOR.ORG/RAMP • REVISED JULY 2024 • FOURTH EDITION • 1

2. ANNUAL STUDENT OUTCOME GOALS – 8 points

Upload:

■ School data summary

2.A School Data Summary (earn 1 point if descriptors met)

2.A1 School data summary template submitted with all

sections completed

2.A2 School data summary identiﬁes speciﬁc data

points that led to the development of goal(s).

2.B Annual Student Outcome Goals (data-based)

(earn 1 point if descriptors met)

2.B1 At least one, but no more than two annual

student outcome goal plans

2.B2 Each goal addresses data prioritized in #6 from

the school data summary (demonstrated need in

achievement, attendance or discipline data)

2.C Annual Student Outcome Goals (format)

(earn 1 point if descriptor met)

2.C Goal statement(s) includes only: end date, target

group with multiple descriptors that establish the

criteria for inclusion in the goal, description of speciﬁc

outcome to be changed (achievement, attendance,

discipline), measure of change, baseline and target data

2.D Supplemental Data (earn 1 point if descriptors met)

2.D1 Supplemental data included from each

stakeholder group (indicate if no information was

provided when asked)

2.D2 Supplemental data focuses on students identiﬁed

in the goal statement

2.E Systemic Focus (earn 1 point if descriptors met)

2.E1 At least one school or system policy, procedure

or practice that creates or maintains student inequities

identiﬁed that are tied to goal statement

2.E2 One or more strategies described that could

inﬂuence systemic change related to the goal as

identiﬁed in 2.E1

2.F Annual Student Outcome Goal Plan(s)

(earn 1 point if descriptors met)

2.F1 At least one, but no more than two ASCA Student

Standards: Mindsets & Behaviors for Student Success

identiﬁed

2.F2 Each ASCA Student Standard identiﬁed is

operationalized through one or more measurable

learning objectives

2.G Annual Student Outcome Goal Plan(s)

(earn 1 point if descriptors met)

2.G1 Pre-/post-assessment items align with the learning

objectives

2.G2 Direct student services identiﬁed and support the

goal (minimum of two)

2.G3 Indirect student services identiﬁed and support

the goal (minimum of two)

2.H Annual Student Outcome Goal Plan(s)

(earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

2.H How did the collection of supplemental data

inﬂuence the chosen Mindset/Behavior standard(s) for

one goal submitted in this section?

2 • FOURTH EDITION • REVISED JULY 2024 • WWW.SCHOOLCOUNSELOR.ORG/RAMP

3. CLASSROOM AND GROUP MINDSETS & BEHAVIORS

ACTION PLAN – 5 points

Upload:

■ Classroom and group mindsets & behaviors action

plan

3.A Classroom and Group Mindsets & Behaviors Action

Plan (earn 1 point if descriptor met)

3.A Classroom and group mindsets & behaviors action

plan template completed

3.B Classroom and Group Mindsets & Behaviors Action

Plan (earn 1 point if descriptor met)

3.B Speciﬁc classroom lessons identiﬁed for each grade

level in the school.

X

Each lesson is connected to one primary standard

and appears only one time on the action plan

X

State the title and topic in the activity/focus/purpose

column

X

Specify grade level(s) in the participant column

3.C Classroom and Group Mindsets & Behaviors Action

Plan (earn 1 point if descriptor met)

3.C Small groups available for students

X

Each small-group session is connected to one

primary standard and appears only one time on the

action plan

X

State the title and topic in the activity/focus/purpose

column

X

Specify grade level(s) in the participant column

3.D Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

3.D Describe what the students did in a classroom

lesson that fostered development of the speciﬁed ASCA

Student Standard

3.E Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

3.E Describe what the students did in a small-group

activity that fostered development of the speciﬁed

ASCA Student Standard

WWW.SCHOOLCOUNSELOR.ORG/RAMP • REVISED JULY 2024 • FOURTH EDITION • 3

4. ANNUAL ADMINISTRATIVE CONFERENCE – 5 points

Upload:

■ Completed annual administrative conference template

for each school counselor

■ Two completed use-of-time 5-day calculators from

the previous school year (2022-2023), one from ﬁrst

semester and one from second semester, to document

the use-of-time cited on each school counselor’s

2023-2024 annual administrative conference template.

■ Supporting documentation for 4.C

■ If changes occurred in school counseling program sta

during 2022-23, statement explaining this change that

resulted in fewer use-of-time 5-day calculators per

school counselor

4.A ASCA Annual Administrative Conference

(earn 1 point if descriptors met)

4.A1 All sections of each annual administrative

conference template completed for each member of the

school counseling department or explanation of not

applicable (N/A) responses

4.A2 Conference held and template signed by the

school counselor and supervising administrator within

the ﬁrst two months of the school year

4.B Use of Time from Previous School Year

Documentation Provided (earn 1 point if descriptors met)

4.B1 Use-of-time 5-day calculator template used

4.B2 Use-of-time 5-day calculators (one week from ﬁrst

semester and one week from second semester) for each

school counselor from previous school year

(2022-2023) included

4.B3 Classiﬁcations of activities align with the ASCA

National Model deﬁnitions of direct and indirect

services, program planning and school support, and

non-school-counseling tasks.

4.C Supporting Documentation Provided

(earn 1 point if descriptors met)

4.C Date(s) and minutes of school counselor(s)/

administrator conference(s) describing discussions and

decisions regarding at least two topics from the annual

administrative conference template

4.D Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

4.D Give two examples of what you learned from your

2022-23 use-of-time 5-day analysis

4.E Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

4.E Explain how the school counselor(s) advocate for

reaching/maintaining 80% of time in delivery of direct

and indirect student services

4 • FOURTH EDITION • REVISED JULY 2024 • WWW.SCHOOLCOUNSELOR.ORG/RAMP

5. ADVISORY COUNCIL – 6 points

5.D Second-Semester Advisory Council Minutes

(earn 1 point if descriptors met)

5.D1 Second-semester advisory council minutes

template completed and includes a summary of school

counselor presentation of results or progress toward

results of:

X

All Annual Student Outcome Goal Plans presented

during ﬁrst-semester meeting not addressed in

Closing-the-Gap Results Report(s)

X

Classroom and Group Results Report(s) (classroom)

X

Classroom and Group Results Report (small group)

X

Closing-the-Gap Action Plan and Results Report(s)

5.D2 The second semester minutes include summaries

of feedback and suggestions from members about

the progress/results of at least two of the following

agenda items: annual student outcome goal plan(s)

not addressed in Closing-the-Gap Results Reports,

classroom and group results reports (classroom),

classroom and group results reports (small group), or

closing-the-gap results report(s)

5.E Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

5.E Share how the advisory council membership

selection process ensures participation from all voices

of the school community

5.F Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

5.F Give two examples of how the advisory council

strengthens and improves the school counseling

program

Upload:

■ First semester and second semester advisory council

agenda templates

■ First semester and second semester advisory council

minutes templates

Enter:

■ Advisory Council Members and Stakeholder Positions

(use initials for student members)

5.A Advisory Council Membership

(earn 1 point if descriptors met)

5.A1 Advisory council solely focused on the applicant’s

school counseling program

5.A2 List of all advisory council members with their

role included [at a minimum: parents, teachers, school

counselors, administrators, business/community

members and students (if applicable)]

5.A3 Advisory council approximates recommended

eight–20 members

5.B Advisory Council Agendas

(earn 1 point if descriptors met)

5.B1 First-semester school counseling advisory council

agenda template completed including, at a minimum:

X

School Data Summary

X

Annual Student Outcome Goal Plan(s)

X

Classroom and Group Mindsets & Behaviors Action

Plan

X

Closing-the-Gap Action Plan(s)

5.B2 Second semester school counseling advisory

council agenda template completed including, at a

minimum:

X

Annual Student Outcome Goal Plan Results

X

Classroom and Group Results Report(s) (classroom)

X

Classroom and Group Results Report (small group)

X

Closing the Gap Action Plan and Results Report(s)

5.C First-Semester Advisory Council Minutes

(earn 1 point if descriptors met)

5.C1 First semester advisory council minutes template

completed and includes a summary of school counselor

presentation on:

X

School Data Summary

X

Annual Student Outcome Goal Plan(s)

X

Classroom and Group Mindsets & Behaviors Action

Plan

X

Closing-the-Gap Action Plan(s)

X

Other items on the agenda, if any

5.C2 The ﬁrst semester minutes include summaries

of feedback and suggestions from members for at

least two of the following agenda items: school data

summary, annual student outcome goal plan(s),

classroom and group mindsets & behaviors action plan

or closing-the-gap action plan

WWW.SCHOOLCOUNSELOR.ORG/RAMP • REVISED JULY 2024 • FOURTH EDITION • 5

6. ANNUAL CALENDAR – 3 points

Upload:

■ Completed annual calendar template

6.A Annual Calendar (earn 1 point if descriptor met)

6.A Annual calendar template completed

6.B Annual Calendar (earn 1 point if descriptors met)

6.B1 All activities from classroom and group mindsets

& behaviors action plan, closing-the-gap action plan

and school counseling program events are listed on the

annual calendar with topics, dates and, if appropriate,

time

6.B2 The classiﬁcation of calendar activities aligns with

the ASCA National Model deﬁnitions of direct services,

indirect services, program planning and school support.

6.C Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

6.C Give three examples of how the annual calendar is

communicated to stakeholders

6 • FOURTH EDITION • REVISED JULY 2024 • WWW.SCHOOLCOUNSELOR.ORG/RAMP

7. LESSON PLANS (CLASSROOM OR GROUP) – 4 points

This section requires evidence of being able to

successfully plan classroom OR small group lessons.

Submit either:

■ Three classroom lesson plans from your school

counseling program, whether independent lessons

or part of a unit. (7.A, 7.B, 7.C, 7.G)

■ All lesson plans from one small group. (7.D, 7.E,

7.F, 7.G)

Results from these lessons will be evaluated in

Section 8 or 9.

7.A Classroom Lesson Plans

(earn 1 point if descriptors met)

7.A1 One ASCA Student Standard identiﬁed for each

lesson plan

7.A2 Learning objective(s) align with the selected

ASCA Student Standard(s).

7.B Classroom Lesson Plans

(earn 1 point if descriptors met)

7.B1 Procedure components of lesson plans state and

promote attainment of identiﬁed learning objectives

7.B2 Follow-up plans described

7.C Classroom Lessons Data Collection Plan(s)

(earn 1 point if descriptors met)

7.C1 Participation data plan identiﬁes expected

number of students who will participate and planned

length of lessons

7.C2 Mindsets & Behaviors data collection plan

utilizes pre-/post-assessment to measure attainment

of learning objectives (a Mindsets & Behaviors data

collection plan for each of the three stand-alone lessons

or a single Mindsets & Behaviors data collection plan

for a unit of three lessons)

7.C3 Outcome data collection plan details the speciﬁc

academic, attendance or disciplinary data to be

analyzed (an outcome data plan for each of the three

stand-alone lessons or a single outcome data plan for a

unit of three lessons)

7.D Small-Group Lesson Plans

(earn 1 point if descriptors met)

7.D1 Small group includes minimum of four sessions

and three–12 students; lesson plans provided for each

session of group.

7.D2 One ASCA Student Standard identiﬁed for each

session.

7.D3 Learning objective(s) align with the selected

ASCA Student Standard

7.E Small-Group Lesson Plans

(earn 1 point if descriptors met)

7.E1 Procedure components of lesson plans state and

promote attainment of identiﬁed learning objective(s)

7.E2 Follow-up plans described

7.F Small-Group Data Collection Plan

(earn 1 point if descriptors met)

7.F1 Participation data plan identiﬁes expected number

of students who will participate and planned length of

lessons

7.F2 Mindsets & Behaviors data collection plan utilizes

pre-/post-assessment to measure attainment of learning

objective(s)

7.F3 Outcome data collection plan details the speciﬁc

academic, attendance or disciplinary data to be

analyzed

7.G Reﬂection on Classroom OR Small-Group Lessons

(earn 1 point if descriptors met)

Reﬂect on the following (maximum 250 words):

7.G1 Give an example of how the selected ASCA

Student Standard informs the content of one of the

classroom or small-group lessons.

7.G2 Describe how the design and delivery of at

least one lesson was inclusive and displayed cultural

competence

WWW.SCHOOLCOUNSELOR.ORG/RAMP • REVISED JULY 2024 • FOURTH EDITION • 7

8. CLASSROOM INSTRUCTION RESULTS REPORT – 7 points

8.C Classroom Lessons Outcome Data

(earn 1 point if descriptors met)

8.C1 Baseline data included

8.C2 Final data included

8.C3 Percent change included

8.D Mindsets & Behaviors Data Results At-A-Glance Bar

Graph(s) One ASCA Student Standard identiﬁed for each

lesson (earn 1 point if descriptors met)

8.D1 Bar graph(s) includes title, labeled axes and data

points

8.D2 Bar graph depicts pre/post average student

responses for Likert-scale items or depicts pre/post

percent correct for knowledge-based questions with

data results represented side by side

(see example at schoolcounselor.org/Recognition/

RAMP/Templates)

8.E Outcome Data Results At-A-Glance Bar Graph(s)

(earn 1 point if descriptors met)

8.E1 Bar graph(s) includes title, labeled axes and data

points

8.E2 Bar graph(s) summarizes outcome baseline and

ﬁnal data with data results represented side by side

(see graph example at schoolcounselor.org/Recognition/

RAMP/Templates)

8.F Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

8.F Give two examples of what students did during the

lesson(s) that helped them attain the speciﬁed ASCA

Student Standard(s)

8.G Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250words):

8.G How the lessons/unit could be improved (e.g.,

consider timing, lesson length, cultural competence,

student access and identiﬁed barriers)

If you submitted 3 independent lesson plans or a unit

of 3 lesson plans in Section 7, provide the classroom

instruction results report for those lessons. Speciﬁcally,

provide three classroom instructions results reports for

the three independent lessons, or one results report for

the unit of three lessons.

If you submitted small group lessons in section 7,

you are still required to provide classroom instruction

results for three independent lessons or one results

report for a unit of three lessons.

Upload:

■ Mindsets & Behaviors data results bar graph(s):

● One bar graph per standalone lesson or one bar

graph per unit

● If both Likert-scale items and knowledge-based

questions are asked in the pre/post assessment, create

one graph for Likert-scale results and one graph for

knowledge-based results. Save both graphs in one

document for upload.

■ Outcome data results bar graph(s): (one bar graph per

standalone lesson or one bar graph per unit)

8.A Classroom Lessons Participation Data

(earn 1 point if descriptors met)

8.A1 Number of participants identiﬁed

8.A2 Length of lessons identiﬁed

8.A3 Number of lessons identiﬁed

8.B Classroom Lessons Mindsets & Behavior Data

(earn 1 point if descriptors met)

8.B1 Pre-assessment data provided

8.B2 Post-assessment data provided

8 • FOURTH EDITION • REVISED JULY 2024 • WWW.SCHOOLCOUNSELOR.ORG/RAMP

9. SMALL-GROUP RESULTS REPORT – 7 points

If you submitted small group lesson plans in Section7,

provide the small group results report for those

sessions.

If you submitted independent or group lessons in

Section 7, you are still required to provide a small

group results report for a small group you delivered.

Upload:

■ ASCA Mindsets & Behaviors data results bar graph

● If both Likert-scale items and knowledge-based

questions are asked in the pre/post assessment, create

one graph for Likert-scale results and one graph for

knowledge-based results. Save both graphs in one

document for upload.

■ Outcome data results bar graph

9.A Small-Group Participation Data

(earn 1 point if descriptors met)

9.A1 Number of participants identiﬁed

9.A2 Length of sessions identiﬁed

9.A3 Number of sessions identiﬁed

9.B Small-Group Mindsets & Behavior Data

(earn 1 point if descriptors met)

9.B1 Pre-assessment data provided

9.B2 Post-assessment data provided

9.C Small-Group Outcome Data

(earn 1 point if descriptors met)

9.C1 Baseline data included

9.C2 Final data included

9.C3 Percent change included

9.D Mindsets & Behaviors Data Results At-A-Glance Bar

Graph(s) (earn 1 point if descriptors met)

9.D1 Bar graph(s) includes title, labeled axes and data

points

9.D2 Bar graph(s) depicts pre/post average student

responses for Likert-scale items or depicts percent

correct for knowledge-based questions with data

results represented side by side.

(see graph example at schoolcounselor.org/Recognition/

RAMP/Templates)

9.E Outcome Data Results At-A-Glance Bar Graph

(earn 1 point if descriptors met)

9.E1 Bar graph includes title, labeled axes and data

points

9.E2 Bar graph summarizes outcome baseline and ﬁnal

data with data results represented side by side

(see graph example at schoolcounselor.org/Recognition/

RAMP/Templates)

9.F Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

9.F Give two examples of what students did during the

session(s) that helped them attain the identiﬁed ASCA

Student Standard(s)

9.G Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250words):

9.G How the group could be improved (e.g., consider

timing, number of sessions, session length, cultural

competence, student access and identiﬁed barriers)

WWW.SCHOOLCOUNSELOR.ORG/RAMP • REVISED JULY 2024 • FOURTH EDITION • 9

10. CLOSING-THE-GAP ACTION PLAN/RESULTS REPORT – 9 points

10.E Results Data (earn 1 point if descriptors met)

10.E1 Participation: number of students served

10.E2 Mindsets & Behaviors: post-assessment data

provided

10.E3 Outcome: ﬁnal achievement, attendance or

discipline data provided

10.E4 Outcome: percent change provided

10.F Mindsets & Behaviors Data Results At-A-Glance Bar

Graph(s) (earn 1 point if descriptors met)

10.F1 Bar graph(s) includes title, labeled axes and data

points

10.F2 Bar graph(s) depicts pre/post average student

responses for Likert-scale items or depicts percent

correct for knowledge-based questions with data

results represented side by side.

(see graph example at schoolcounselor.org/Recognition/

RAMP/Templates)

10.G Outcome Data Results At-A-Glance Bar Graph(s)

(earn 1 point if descriptors met)

10.G1 Bar graph(s) includes title, labeled axes and data

points

10.G2 Bar graph summarizes outcome baseline and

ﬁnal data with results represented side by side

(see graph example at schoolcounselor.org/Recognition/

RAMP/Templates)

10.H Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

10.H Give two examples of what students did during

identiﬁed interventions that helped them attain the

speciﬁed ASCA Student Standards

10.I Reﬂection (earn 1 point if descriptor met)

Reﬂect on the following (maximum 250 words):

10.I How the interventions could be improved (e.g.,

consider timing, number and type of services, cultural

competence, student access and identiﬁed barriers)

Upload:

■ ASCA Mindsets & Behaviors data results bar graph

● If both Likert-scale items and knowledge-based

questions are asked in the pre/post assessment, create

one graph for Likert-scale results and one graph for

knowledge-based results. Save both graphs in one

document for upload.

■ Outcome data results bar graph

10.A Closing-the-Gap Goal Statement

(earn 1 point if descriptor met)

10.A Goal addresses a gap demonstrated in student

achievement, attendance or discipline data.

10.B Closing-the-Gap Goal Statement

(earn 1 point if descriptor met)

10.B Goal statement(s) includes only: end date, target

group with multiple descriptors that establish the

criteria for inclusion in the goal, description of speciﬁc

outcome to be changed (achievement, attendance,

discipline), measure of change, baseline and target data

10.C Closing-the-Gap Action Plan

(earn 1 point if descriptors met)

10.C1 Mindsets & Behaviors survey items

(pre-/post-assessment) support attainment of the

standard(s) selected

10.C2 Direct student services identiﬁed and support

closing the gap (minimum of two)

10.C3 Indirect student services identiﬁed and support

closing the gap (minimum of two)

10.D Data Collection Plan (earn 1 point if descriptors met)

10.D1 Participation: anticipated number of students

identiﬁed

10.D2 Mindsets & Behaviors: pre-assessment data

provided

10.D3 Outcome: details the speciﬁc academic,

attendance or disciplinary data

REVISION NOTES

June 2023 2024 rubric initial release

August 2023 Section 7 title and 7.G subtitle name revised to reﬂect change in requirements

July 2024 Section 9.E1 added title

10 • FOURTH EDITION • REVISED JULY 2024 • WWW.SCHOOLCOUNSELOR.ORG/RAMP