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Using Data to Transform your School Counseling Program
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About Us Dr. Justin Silvey Dr. Rita Schellenberg Mrs. Josie Olson
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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
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ASCA Model: Accountability
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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?
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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)
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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
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ASCA Model: Management System
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What is Management? Provides Structure/Order Provides Organizational Assessment/Tools Helps Define Priorities Reflecting Student Needs Others?
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What are we managing? Student Management: Achievement Data Behavior Data Program Management: Based on Program Assessment Use-of-Time Management
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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
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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
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Types of Action Plans Curriculum Action Plans Small-Group Action Plans Closing-the-Gap Action Plans
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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
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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.
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Take-Aways If you are not doing anything then… If you are doing something then… If you are doing all then…
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References Sabella, R. A. (2009). Turning to technology. School Counselor, 47(2). 35-37.
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