January 2026

Happy New Year 2026! I hope all of your New Year's resolutions come true...and that you will help me with mine. My New Year's resolution is to grow ArSCA by getting more members! I am depending on you to reach out to your co-workers and friends to tell them about the benefits of being connected with other ArSCA School Counselors in their region and attending regional ArSCA meetings. It is such a fun thing to be a part of and has really helped me in my career to have these resources available to me. It's a great way to grow with others in your profession and not become stagnant. The friends I have gained in being a part of ArSCA will be people I cherish the rest of my life.

Being the Spark for your regions are:

Central Region President, Nick Williams at central@arschoolcounselor.org

North Central Region President, Shayne Thompson at northcentral@arschoolcounselor.org

Northeast Region President, Katie French at northeast@arschoolcounselor.org

Northwest Region President, Karon Parrish at northwest@arschoolcounselor.org

Southeast Region President, Bernie Roberts at southest@arschoolcounselor.org

Southwest Region President, Jana McWhorter at southwest@arschoolcounselor.org

Reach out to your amazing Regional President with any questions you may have. They will be happy to hear from you and will help in any way they can. If you have been an ArSCA member for awhile or are new to the organization and want to get involved in your regional board then let them know.

Also, our ArSCA summer conference will be from June 29th-July 1st. It will be held at the Hot Springs Convention Center in Hot Springs, AR. More information about registration should be coming out around February. The ArSCA Conference is a great way to grow as a School Counselor and have an adventure meeting other people just like you. There are hundreds of School Counselors, tons of presenters and exhibitors, good food, and lots of fun things to do in Hot Springs outside of conference hours. We would love to see you there!

--

Dr. Jennifer Lyle

ArSCA President

2025-2027

Expanding Pathways to Student Success

Alternative Learning, Targeted Interventions, and

Innovative Practices in School Counseling

Introduction

Today’s students bring diverse strengths, needs, and life circumstances into schools. Traditional

instructional models alone cannot meet every learner where they are. School counselors play a

critical role in expanding pathways to success by advocating for alternative learning options,

designing targeted interventions, and championing innovative practices that remove barriers to

achievement. By approaching student support through flexibility, creativity, and data-informed

decision-making, counselors help ensure that every student has a viable path forward.

Understanding Alternative Learning

Alternative learning encompasses educational approaches that diverge from the conventional,

seat-time-based classroom model. These methods are particularly effective for students

experiencing challenges with attendance, academic performance, behavioral issues, mental

health, or external obligations such as employment or family care. (Refining Mental and

Emotional Well-being in School Students: The Counselor's Role in a Content-Centered

Approach, 2024, pp. 463-468)

Common alternative learning models include:

● Blended and virtual learning that combines online coursework with in-person support

● Credit recovery programs allow students to regain lost credits at an individualized

pace

● Project-based learning that emphasizes real-world application and student choice

● Flexible scheduling, such as evening classes or shortened school days

● Career and technical education (CTE) pathways aligned with workforce skills

School counselors assist students and families in understanding these options, ensuring that

placements are purposeful rather than punitive. When presented as opportunities instead of

consequences, alternative learning pathways can foster renewed hope and motivation.

(Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis, 2023)

The Role of Interventions in Student Success

Interventions are structured supports developed to address academic, behavioral, social-

emotional, or attendance-related needs. Effective interventions are proactive, organized in tiers,

and data-informed. (Association, 2021)

Tiered Intervention Frameworks

● Tier 1: Schoolwide supports such as study skills lessons, social-emotional learning

(SEL), and positive behavior systems

● Tier 2: Small-group interventions focused on attendance improvement, organization,

anger management, or academic skill-building

● Tier 3: Individualized interventions, often involving wraparound services, mentoring, or

intensive counseling

School counselors collaborate with teachers, administrators, and staff to monitor student

progress and adjust interventions as needed. Regular check-ins, goal-setting, and incorporating

student perspectives are essential to the effectiveness of the intervention.

Innovative Counseling Practices

Innovation in school counseling does not always require new programs—often it involves

rethinking how support is delivered.

Innovative strategies include:

● Student success plans are co-created with students to align goals, interests, and

postsecondary aspirations.

● Restorative practices that replace exclusionary discipline with accountability and

relationship-building (Restorative Practices and MTSS, 2024)

● Mentorship programs pair students with trusted adults or peer mentors.

● Use of technology for progress monitoring, virtual counseling sessions, and

communication with families

● Career exploration tools that connect learning to future pathways and purpose

Innovative counselors prioritize student empowerment over compliance, guiding students to

recognize the relevance of their education. (Association, 2023)

Equity and Access Considerations

Equity is essential in alternative learning and intervention practices. Rigid systems and punitive

discipline disproportionately affect marginalized students. School counselors advocate for

equitable access by:

● Reviewing data for disproportionality

● Ensuring language and disability accommodations

● Engaging families as partners

● Connecting students to community resources

Equitable practices ensure that flexibility enhances student success without diminishing

academic expectations.

Collaboration and Community Partnerships

Student success strengthens when schools work with families and community partners.

Counseling programs benefit from partnerships with mental health agencies, workforce

organizations, colleges, and mentoring programs. These connections expand the support

network beyond the school.

Measuring Success

Successful alternative learning and intervention efforts are evaluated through both quantitative

and qualitative data, including:

● Attendance and credit completion

● Academic growth

● Behavior and discipline trends

● Student engagement and self-efficacy

● Graduation and postsecondary outcomes

Ongoing reflection enables counseling programs to refine their practices and broaden the

implementation of effective strategies.

ASCA Alignment

This article aligns with the ASCA National Model®, which supports equity, access, and student

success through a comprehensive, data-informed counseling program.

ASCA Mindsets & Behaviors

● Mindset 1–6: Promoting belief in the development of the whole self, sense of belonging,

and postsecondary readiness through alternative pathways

● Behavior Standards (Learning, Self-Management, Social Skills): Addressed through

targeted interventions, mentoring, SEL groups, and individualized student success plans

ASCA National Model Components

● Define: Use of disaggregated data (attendance, achievement, behavior) to identify

students in need of alternative learning and interventions.

● Manage: Action plans for Tier 2 and Tier 3 interventions, student success plans, and

progress monitoring.

● Deliver: Direct student services (individual counseling, small groups, classroom lessons)

and indirect services (consultation, collaboration, referrals)

● Assess: Evaluate program effectiveness using outcome, perception, and process data.

School counselors serve as advocates and leaders, ensuring that alternative learning and

interventions function as equitable supports rather than punitive measures, consistent with

ASCA’s ethical standards and student-centered values.

Data-Informed Decision Making

Effective counseling programs use data to drive interventions and measure impact. Counselors

rely on multiple data points for informed, accountable decisions.

Key Data Sources Include:

● Attendance rates and chronic absenteeism data

● Credit attainment and on-track-to-graduate indicators

● Course failure and GPA trends

● Behavioral referrals and discipline disproportionality

● Student self-assessment, engagement, and perception surveys

Data is disaggregated by grade, race or ethnicity, gender, language, and disability to identify

gaps and inform equitable interventions. Progress monitoring enables counselors to adjust

supports and demonstrate measurable outcomes.

Evidence-Based Practices and Research Foundations

Research consistently supports the effectiveness of alternative learning pathways and tiered

interventions when implemented with fidelity and counselor involvement.

● Studies indicate that credit recovery and flexible scheduling increase graduation

rates for at-risk students.

● Small-group counseling and mentoring programs have been shown to improve

attendance, academic engagement, and social-emotional competencies.

● Restorative practices reduce exclusionary discipline and improve school climate when

paired with counseling support.

● Career-connected learning increases student motivation and postsecondary readiness.

The ASCA National Model urges the use of evidence-based interventions and ongoing

evaluation to ensure that programs help students.

Measuring Program Impact

Aligned with ASCA accountability practices, counselors evaluate success using three forms of

data:

● Process Data: Number of students served, frequency of interventions, participation

rates

● Perception Data: Changes in student attitudes, beliefs, and self-efficacy measured

through surveys and reflections

● Outcome Data: Improvements in attendance, grades, credit completion, behavior, and

graduation rates

Through results reports and annual assessments, counselors communicate the impact of

alternative learning and interventions and utilize findings to enhance services.

Conclusion

School counselors are uniquely positioned to drive systemic change by advocating for

alternative learning pathways, implementing targeted interventions, and fostering innovation.

Informed by the ASCA National Model and data-driven practices, counseling programs that

emphasize flexibility, equity, and student voice empower students to overcome challenges,

reengage with learning, and achieve meaningful success. Through leadership, collaboration,

and accountability, school counselors act as catalysts for student achievement and well-being.

Karon Parrish, M.Ed., School Counselor

Crossroads Learning Center - Rogers Public Schools

National School Counseling Week is February 2nd-6th! To me, it is not a Counselor Appreciation Week, but rather, an opportunity to advocate for what we do and why we do it. Please feel free to join me in using the attached flyer and its links to advocate on social media for what we do! With this year's AMPLIFY theme and the Annual Conference in NOLA, I thought it would be fun to add a quick nod to Mardi Gras in the flyer. I do hope you'll join me in letting others know who we are. Please tag your school district, your region, ArSCA and ASCA in your posts. You are important!

ArSCA President Elect

Jane Stewart

Howard Elementary School, Fort Smith

Comprehensive School Counseling Program Requirements Each public school district shall provide a developmentally appropriate comprehensive school counseling program to aid students in academics, social/emotional needs, and career exploration and planning. The district Comprehensive School Counseling Plan, which is a reflection of the program, shall be posted on the district website under “State Required Information” no later than August 1 of each year. The requirements for the comprehensive school counseling program plan can be found in the Arkansas School Counselor Toolkit and in the Arkansas Comprehensive School Counseling Program Guide which are posted on the Arkansas Department of Education – Division of Elementary and Secondary Education - Guidance and School Counseling webpage. http://dese.ade.arkansas.gov/divisions/learning-services/guidance-and-school-counseling For specific accreditation requirements visit Standards for Accreditation

Per A.C.A. § 6-15-2911- Commissioner's Memo LS-24-042, the four major components of the Student Success Plan are:

• Guide the student along pathways to graduation

• Address accelerated learning opportunities

• Address academic deficits and interventions

• Include college and career planning components

Additionally, each student's Student Success Plan shall be reviewed annually and revised as necessary to identify the courses to be taken each year until all required core courses are completed. Upon completion of the review, the student's Student Success Plan shall be signed by the:

(a) Student;

(b) Student's parent, legal guardian, or person standing in loco parentis to the student; and

(c) School counselor.

2023 legistated changes(see pp 14-16)

Presentation on SSP from DESE Summit

Review the Success Ready Pathway Guide. This guide outlines what a success ready pathway looks like for all students in grades 9-12, however it is a useful tool for students in middle school who are initiating their Students Success Plans. The Success Ready Pathway Guide:

• Outlines each pathway course sequence.

• Identifies the merit and distinction demonstration for each pathway.

• **"Completion of a success-ready pathway leads to eligibility to earn State Distinction, by demonstrating readiness at the culmination of that pathway. Schools will have an opportunity to earn points in accountability for students graduating with merit or distinction.

• Provides additional information regarding merit and distinction opportunities for students.

This tool should be used to assist connecting Students Success Plans to student goals post graduation. Becoming a success ready graduate is a multi-year process that begins well before high school. As we continue to build career ready pathways and ensure all Arkansas graduates are success ready.

ArSCA Member Counselors,

In order to be part of the ArSCA Listserv your ArSCA Membership needs to be current. If you have questions about your membership you can contact office@arschoolcounselor.org

If you have questions about the listserv please email technology@arschoolcounselor.org. Please see the link below if you need to make changes in your listserv subscription.

ArSCA Listserv Guidelines

Our counselor listserve address: https://groups.google.com/a/arschoolcounselor.org/g/arsca-listserv You won't see this group listed in your list of Google Groups (if you are a Google school).

If you need to renew your ArSCA Membership, the form is linked below. If you have renewed your membership and need to change your ArSCA Listserv access, please provide the changes here: ArSCA Listserv Subscription/Email Change

From the Capitol – January 2026 Legislative Update

As we begin the new year, preparations are underway at the State Capitol for both the 2026 election cycle and the upcoming fiscal session of the Arkansas General Assembly. While fiscal sessions are limited in scope, they often include budget decisions that can have meaningful implications for education and school personnel across the state.

The General Assembly is scheduled to convene for its fiscal session on April 8, 2026. By statute, the session is limited to budget-related matters and may last up to thirty days unless extended by a three-fourths vote of both chambers. In advance of the session, pre-fiscal budget hearings will take place March 4–6, 2026, with pre-filing of budget bills beginning March 9, 2026.

During this period, we will closely monitor all proposed budget legislation, with particular attention to items that could impact school counseling services, student support programs, educator retirement, staffing ratios, mental health initiatives, and education funding. Any proposed legislation identified as having a direct or indirect impact on school counselors will be promptly shared with the ArSCA President and Legislative Committee for review and discussion regarding a potential position.

In addition to the fiscal session, Arkansas is now firmly in an election year, which often influences the pace and priorities of legislative activity. Lawmakers will be balancing budget considerations while also engaging with constituents across the state. This environment can create both challenges and opportunities for education-focused advocacy, making it especially important for ArSCA to remain engaged and informed.

As always, I will continue attending meetings, monitoring legislative developments, and providing updates to ensure the Association is well-positioned to respond to issues affecting school counselors and the students they serve.

Please feel free to reach out if you have questions or would like additional information on any legislative or budget-related topic.

Your Lobbyist,
Jeffery Hall
Capital Strategies and Associates

TasselTIME is a comprehensive website designed by a former school counselor for school counselors. TasselTIME has been provided to Arkansas School Counselors for free for 22 years. TasselTIME is available to purchase for school use for the entire district. Many districts in Arkansas are using TasselTIME. Find out more by going to www.tasseltime.com

Sign-up for your free counselor membership here.

If your school is wanting to schedule professional development, please contact Dr. Robin Finley, robin@tasseltime.com, 479-461-9030.

This newsletter is sent out via the ArSCA Listserv and individually emailed to all Arkansas School Counselors. If you know of a counselor that did not receive the newsletter, please have them email us at technology@arschoolcounselor.org so we can make sure we have their infomation in order to receive our future communications.