1. Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Third Edition Colette T. Dollarhide and Kelli A. Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved CHAPTER 6 FOUNDATION, MANAGEMENT, AND ACCOUNTABILITY SYSTEMS OF YOUR CSCP Developed by: Kelli Saginak, Amy Taake, & Anna Girdauskas University of Wisconsin, Oshkosh Publisher to insert cover image here

2. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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. Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved 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