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

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)