using data to transform your school counseling program
TRANSCRIPT
Using Data to Transform your School Counseling Program
About Us
Dr. Justin Silvey
Dr. Rita Schellenberg
Mrs. Josie Olson
Objectives
Gain practical applications of the management and accountability components of the ASCA National Model.
Discuss the use of needs assessments, program evaluation, record keeping, and use-of-time assessments
ASCA Model: Accountability
Why should we measure?
Holds us to a certain professional standard of practice and care.
Provides data to support our profession.
Helps establish goals for improvement.
Others?
What should we measure?
Student Assessment:
Perception Data: What was thought be learned?
Process Data: What did we use to be effective?
Student Outcome (formerly “Results”) Data: How are students different?
Program Assessment:
School Counselor Competencies Assessment (On-Going): 204 knowledge, abilities, skills, and attitudes in School Counseling Programs, Foundations, Delivery, Management, and Accountability.
Self-Analysis of the School Counseling Program (On-Going): Strengths, Weaknesses, Short-Term and Long-Term Goals.
School Counselor Performance Appraisal (Yearly)
Review of Program Goals (Yearly)
How should we measure?
School Counselor Competencies Assessment (On-Going): 204 knowledge, abilities, skills, and attitudes in School Counseling Programs, Foundations, Delivery, Management, and Accountability.
Self-Analysis of the School Counseling Program (On-Going): Strengths, Weaknesses, Short-Term and Long-Term Goals.
School Counselor Performance Appraisal (Yearly)
Review of Program Goals (Yearly)
Curriculum Results Report Analysis
Small-Group Results Report Analysis
Student Information System Reports
ASCA Model: Management System
ASCA Model: Management System
What is Management?
Provides Structure/Order
Provides Organizational Assessment/Tools
Helps Define Priorities Reflecting Student Needs
Others?
What are we managing?
Student Management: Achievement Data
Behavior Data
Program Management: Based on Program Assessment
Use-of-Time Management
How should we measure?
School Counselor Competencies Assessment (On-Going): 204 knowledge, abilities, skills, and attitudes in School Counseling Programs, Foundations, Delivery, Management, and Accountability.
Self-Analysis of the School Counseling Program (On-Going): Strengths, Weaknesses, Short-Term and Long-Term Goals.
School Counselor Performance Appraisal (Yearly)
Review of Program Goals (Yearly)
Curriculum Results Report Analysis
Small-Group Results Report Analysis
Student Information System Reports
Needs Assessments Process 4 steps:
Planning
Overall Needs Assessment or Specific Needs Assessment
Determine Plan for Collecting Data
Gathering/Recording Data
Interviews: Conduct one-on-one or focus groups with students, teachers, parents, etc.
Observations: Classrooms, hallways, etc.
Surveys: Collect surveys from students, teachers, parents, etc.
Research: Collect research based on age, stage, ethnicity, SES, etc.
Reviewing data: Collect data from student information system, School Report Card, etc.
Analyzing Data
Action Planning
Types of Action Plans
Curriculum Action Plans
Small-Group Action Plans
Closing-the-Gap Action Plans
Action Plans
Action Plans should include: Goals
Domain, standard, and competency to be delivered/addressed
Activity/Curriculum used
Timeline/Process
Person responsible for each activity
Assessment of process, perception, and outcome data
Objectives/Goals of the students
Use-of-Time Analysis
Sabella (2009) outlined highlighted four software packages for keeping records, showing effectiveness, and tracking use of time. EzAnalyze
Hallways
noteCounselor
School Counselor Accountability Software (SCAATAP)
Time/Task Analysis: The purpose should be to track what you do. Data drives results.
Take-Aways
If you are not doing anything then…
If you are doing something then…
If you are doing all then…
References
Sabella, R. A. (2009). Turning to technology. School Counselor, 47(2). 35-37.