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CHAPTER 6 FOUNDATION, MANAGEMENT, AND ACCOUNTABILITY SYSTEMS OF YOUR CSCP

Publisher to insert cover image here. CHAPTER 6 FOUNDATION, MANAGEMENT, AND ACCOUNTABILITY SYSTEMS OF YOUR CSCP. Developed by: Kelli Saginak , Amy Taake , & Anna Girdauskas University of Wisconsin, Oshkosh. Foundation System.

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CHAPTER 6 FOUNDATION, MANAGEMENT, AND ACCOUNTABILITY SYSTEMS OF YOUR CSCP

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  1. Publisher to insert cover image here CHAPTER 6FOUNDATION, MANAGEMENT, AND ACCOUNTABILITY SYSTEMS OF YOUR CSCP Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

  2. Foundation System • To meet the needs of all the students, a strategic plan must be in place • Counselors develop SMART goals for the comprehensive school counseling program • Specific • Measureable • Attainable • Results-Oriented • Time-Bound

  3. What Do Students Need? • Developmental needs are important to keep in mind especially at elementary level students • Needs are diverse • May include safety, academic rigor, supportive services • Multi-tiered systems of support aim to met all students’ needs in systematic ways • Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RtI) create a pyramid-type method to meet all students’ needs

  4. Student Competencies • ASCA revised the National Standards for Students to align with the national academic standards • Now called ASCA Mindsets and Behaviors for Student Success: K-12 College- and Career- Readiness for Every Student • Connect the three domains of academic, career, and social-emotional with greater flexibility for alignment with state and national standards • Mindset Standards: the beliefs students have about themselves • Behavior Standards: visible demonstrations of academic and social behaviors conducive to success

  5. Professional Competencies • School Counselors must adhere to the ASCA Ethical Standards for School Counselors • Guides work with students and address topics including student and parent rights, responsibilities to the profession, and the use of technology in a responsible manner • School Counselor Competencies outline specific knowledge, ability and skills, and attitudes that all school counselors should possess • Propose minimum training goals for school counseling graduate programs

  6. Management System • Management tools used in designing and maintaining comprehensive school counseling programs • Use of data to inform decision making • Need to use baseline data or data collected to show what is currently happening, to assess areas of strength, and areas that need attention • Needs Assessments: helps determine baseline status and needs of specific school environment • Macro Level: looking at comprehensive status of the school • Micro Level: examining the specific small group needs of the school

  7. The Advisory Board • Key component to an effective comprehensive school counseling program • Guides program efforts, advocate for change, and be a voice for school counseling in the district • Important to determine how to operationalize the concept of “partner” into the building of an advisory board • Members asked to sit on board will depend on the demographics and makeup of local community, district, and school

  8. The Advisory Board • Members to consider to sit on the board: • Students- select student representatives that reflect the overall demographic makeup of the school • Parents, Guardians, and Caregivers- select parents and caregivers from all economic levels including those who live in shelters and/or who are homeless

  9. The Advisory Board • Colleagues in the Schools- select representatives from teachers, aides, administrators, and other student services professionals • Colleagues in the Community- invite representatives from a variety of employers, business community, mental health providers, medical professionals, and organizations who have a stake in young people’s academic success and school achievement

  10. The Advisory Board • The advisory board has several purposes: • Will assist with designing the comprehensive school counseling program • Will support and guide you as the program is implemented • A long-term effort to maneuver through politics, growing pains, and realities of getting the program off the ground • Will assist in assessment and evaluation of the program

  11. Tools • ASCA National Model offers several templates for program planning • Professional Competencies Checklist • Use of Time Assessment • Tracks the activities that school counselors perform on a daily basis • Lesson Plan Template • Helps outline specific lessons in developmental counseling curriculum based on the ASCA Mindsets and Behaviors

  12. Accountability System • School Counselors must analyze data to make decisions and show effectiveness of comprehensive school counseling programs • Federal legislation mandates data-driven methods of evaluating educator effectiveness • Transforming School Counseling Initiative challenged school counselors to get better at using data-driven practices • School Counselors resist using data for multiple reasons: • Not feeling prepared to work with data, considering it to be scary, and mixing up types of data

  13. What is Data? • School Counselors collect data through pre-established systems • Attendance and graduation rates, discipline referrals, school report card information, or test scores • Demographic data of student body and surrounding community can easily be obtained through school databases • Data helps in many ways: • Manage programs, determine student needs, and evaluate our effectiveness

  14. What is Data? • Three types of data School Counselors may come across: • Process data: evidence that an event occurred • Number of small group meetings, number of participants, and average length of each meeting, etc..

  15. What is Data? • Perception data: asks participants what they know, believe, or can do • Looks at how student learning and behavior changed as a result of the school counselor’s initiative • Outcome data: shows the impact of an intervention • Similar to perception data, but is connected to the existing process data

  16. What is Data? • Also important to think of formative and summative data • Formative data: collected during the event to determine to what degree the intervention is working, or how participants feel about it • Examples: Simple surveys, using quizzes, or group interviews throughout the intervention, etc.. • Summative data: collected and analyzed upon completion of the intervention • Like outcome data • Examples: Curriculum, small group, and closing the gap results reports

  17. What is Data? • Quantitative Data: involves concrete, numeric values often analyzed using statistical methods • Examples: Frequency counts, average test scores, median income level, and graduation rates • Disaggregating data: breaking it apart once collected • Aids in designing specific and measureable delivery methods of school counseling interventions • Qualitative Data: looks at the quality of something, less concrete • Useful when combined with quantitative data- adds more depth to the resulting information • Examples: Student interviews or student writing examples

  18. Program Evaluation • Involves using data collection and analysis methods to assess how well your program is working to align with its mission and in meeting student needs • Requires time when initially setting up the system chosen • Several program evaluation tools already exist • Recognized ASCA Model Program (RAMP) • Recognition shows stakeholders how important the school program is in meeting student needs • Wisconsin School Counselor Program Accountability Report (WSCPAR) • State level program evaluation tool

  19. Program Evaluation • Action Research may be employed to understand how counseling interventions are working, with the ability to modify depending on the participant’s immediate needs • Occurs in the moment directly with students, is formative, and provides the opportunity to immediately apply results

  20. Program Evaluation • Steps for implementing action research are as follows: • Identify the problem and goals • Create a specific problem statement and research question that can be measured and achieved • Determine desired outcome measures • Develop a research plan • Implement the plan and measure periodically • Collect and analyze data • Report results and make necessary program changes

  21. Disseminating Results • At minimum, the accountability data should be shared with school stakeholders- Principal, parents, students, and community partners • May want to show data regarding school climate issues and barriers to student success

  22. Disseminating Results • At minimum, the accountability data should be shared with school stakeholders- Principal, parents, students, and community partners • May want to show data regarding school climate issues and barriers to student success

  23. Disseminating Results • How can I share data in ways that are powerful, yet understandable? • Keep it simple! • Visual displays are quick and easy to present and interpret • Make information easily accessible • Convene everyone for a presentation of information to allow stakeholders to ask questions • Share results on the school’s website or in a newsletter

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