1 / 18

Using Data to Transform y our S chool Counseling Program

Using Data to Transform y our S chool 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.

marisela-nonnie
Télécharger la présentation

Using Data to Transform y our S chool Counseling Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Data to Transform your School Counseling Program

  2. About Us • Dr. Justin Silvey • Dr. Rita Schellenberg • Mrs. Josie Olson

  3. 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

  4. ASCA Model: Accountability

  5. 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?

  6. 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)

  7. 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

  8. ASCA Model: Management System

  9. ASCA Model: Management System

  10. What is Management? • Provides Structure/Order • Provides Organizational Assessment/Tools • Helps Define Priorities Reflecting Student Needs • Others?

  11. What are we managing? • Student Management: • Achievement Data • Behavior Data • Program Management: • Based on Program Assessment • Use-of-Time Management

  12. 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

  13. 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

  14. Types of Action Plans • Curriculum Action Plans • Small-Group Action Plans • Closing-the-Gap Action Plans

  15. 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

  16. 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.

  17. Take-Aways • If you are not doing anything then… • If you are doing something then… • If you are doing all then…

  18. References • Sabella, R. A. (2009). Turning to technology. School Counselor, 47(2). 35-37.

More Related