Title: The Education Trust Annual Conference School Counselors: Partners in School Reform and Student Achie
1The Education Trust Annual ConferenceSchool
Counselors Partners in School Reform and Student
Achievement
- American School Counselor Association
- One Vision, One Voice
2Session Objectives
- Participants will
- Understand how school counseling can connect to
the mission of schools - Apply process, perception and results data to
school counseling programs - Use data to change the system and improve student
achievement
3Understand How School Counseling Can Connect to
the Mission of Schools
Objective 1
4Where are School Counselors?
Absent from School Reform
Peripheral to the Mission and Function of Schools
School Counselor?
5Standards-Based Reform
High Standards for All Students aligned with
Challenging Curriculum and Assessments
Ongoing Support for Teachers and Students
Increased Student Achievement
6The old question was
What do counselors do?
The new question is
How has student achievement increased as a
result of what school counselors do?
7Implications
- What is the purpose of the school counseling
program? - What are the desired outcomes or results?
- What is being done to achieve results?
- What evidence is there that the objectives have
been met? - Is the program making a difference?
8School Counseling Programs Are About
- Counseling Advocacy
- Leadership Data-Driven Decisions
- Assessment Teaming Collaboration
-
- Technology Managing Resources
9now
The way we do business must change fundamentally
and immediately.
10ASCA National Model
11- Advocacy
- Leadership
- Collaboration
- Systemic Change
12Foundation
- Beliefs and Philosophy
- Mission
- Domains
- Academic Development
- Career Development
- Personal/Social Development
- ASCA National Standards and Competencies
13Delivery System
- School Guidance Curriculum
- Individual Student Planning
- Responsive Services
- System Support
14Management System
- Management Agreements
- Advisory Council
- Use of Data
- Monitoring Student Progress
- Closing the Gap
- Action Plans
- Guidance Curriculum
- Closing the Gap
- Use of Time
- Calendars
15Accountability
- Results Reports
- Impact Over Time
- School Counselor Performance Evaluation
- The Program Audit
16Apply Process, Perception, and Results Data to
School Counseling Programs
Objective 2
17Paradigm Shift
Monitoring Only Process and Tallying Services
Delivered
Focusing on Results Tied to the Mission of the
School
18(No Transcript)
19Types of Data
- Process
- Perception
- Results
20Process data
- What you did for whom
- Evidence that event occurred
- How activity was conducted
- Did the program follow the prescribed practice?
21Process Data - Examples
- Six counseling groups with 8 students each were
held - 1,350 6-8th grade students received the Time to
Tell guidance lesson - All high school students seen individually to
prepare 4 year plan.
22Adding Process Data
23Perception Data
- What others think, know or demonstrate data.
- Measures competency achieved, knowledge gained or
attitudes beliefs of students - Pre-post
- Competency achievement
- Surveys
- Evaluations
- Measures what students are perceived to have
gained in knowledge
24Perception Data - Examples
- Competency Achievement
- Every student in grades 9-12 completed a 4 year
plan - Every 10th grade student completed an interest
inventory - Knowledge Gained
- 89 of students demonstrate knowledge of
promotion/ retention criteria - 92 can identify Early Warning Signs of violence
- Attitudes or Beliefs
- 74of students believe fighting is wrong
- 29 of parents say their child feels safe at
school - 58 of teachers say students behavior
appropriately in class
25Adding Perception Data
26Results Data
- So WHAT data
- How has student behavior changed
- Proof activity has (or has not) positively
impacted students ability to utilize the
knowledge, attitudes and skills to effect
behavior - Attendance
- Behavior
- Academic achievement
27Results Data - Examples
- 42 students on the retention list avoided
retentions - Graduation rates improved 14 over three years
- Attendance improved among 9th grade males by 49
28Adding Results Data
29Activity
30Use Data to Change the System and Improve
Student Achievement
Objective 3
31 Data Driven Counseling Programs
Bully Proofing Program
- 70 Attendance Rate for Low SES Students
Tutoring
Mentors
Individual Counseling
Small Group
Student Focused
Manager Of Resources
Classroom Guidance
Behavior Management
Phone Contact
32 Data Driven Counseling Programs
Change Daily Schedule
- 70 Attendance Rate for Low SES Students
Lead Advisory Training
Lead Task Force
Student Focus Groups
Disaggregate Data By Zip Code
System Focused
Change Attendance Policies
Advocate for Task Force
Team With Parents Community
Advisory Program
33School Counseling Connected to the Mission of the
School
Ask Hard Questions Participate on Improvement
Team Examine Policies and Practices Analyze
Present Data
System Focused Activities
DATA
Classroom Guidance Small Group Interventions Indiv
idual Interventions Referral
Student Focused Activities
34Academic Achievement Student Focused
35One Vision, One VoiceSTUDENT ACHIEVEMENT
Tucson School Counselors Making a Difference in
Student Achievement
36How Can School Counselors Make A Difference?
- Taking a Leadership Advocacy Role in Schools
Helps Bring About Systemic Change and Alter
Student Outcomes
37CLEAR GrantCounselors Leadership for Excellence,
Achievement, and Resiliency
- Three year Federal Elementary Demonstration Grant
- Eight Elementary Schools
- Worked with 2,600 students
- Three goals
- Improve the student/counselor ratio
- Implement Protective schools framework
- Fully implement the CCBG program
38Documented Changes in Three Years
- Counselor student ratio went from 1-650 to
1-350. - At least 3,500 students were served
- Reading Scores Improved 6.6
- Math Scores Improved 9.0
- Attendance Improved 2.4
- Students are working from a strength base rather
than a deficient base
39Longitudinal Study Results
- Started in third grade
- Followed to 4th and 5th grades
- Study included students from all project schools
40Longitudinal Study
- Questions
- 1) Will the use of the Protective Schools Model
have any impact on academic progress and
attendance for the participating students? - 2) Will lowering the student to counselor ratio
and fully implementing the CCBG program have an - increase on academic progress and attendance for
the students? -
41Reading
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
42Math
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
43Attendance
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
44Counselor Intervention
- Used data to determine students with most
absences. - Selected 12 students in 4th grade.
- Met for six weeks with the students
- Each week students charted their attendance and
made a final bar graph to show the difference. - On October 29th, all 4th grade students were in
attendance.
45Attendance Data After Intervention for Six Weeks
(goal 5 increase)
46Creating Pre and Post Measures
Additional Information
47Creating Pre- Post Measures
- Think about the specific indicator that you wish
to measure - Delineate the 2-4 main concepts, ideas, or skills
contained within the indicator - Create 1-2 questions for each of these
48Ways to Collect Perception Data
- Paper/pencil measures
- Likert scale
- Multiple choice
- True/False
- Short answer
- Fill in the blank
- Skill demonstration measures
- Role play
- Demonstration
- Presentation
- Verbal questions
49The Education Trust Annual ConferenceSchool
Counselors Partners in School Reform and Student
Achievement
- American School Counselor Association
- One Vision, One Voice