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 Academic  Personal/Social  Career

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Direct Services

Evaluation

Indirect Services

Comprehensive, Developmental

Programs

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  Program Mission & Philosophy

  Needs Assessments   Surveys   Interviews   Focus Groups

  Critical Data Element Review

  Advisory Committee

  Annual objectives and goals

  Large Group Guidance ▪  Study Skills ▪  Peer Relationships ▪  Test Prep ▪  College / Career Readiness

  Individual Counseling ▪  Academic Advising /

Counseling ▪  Personal / Social Issues ▪  Career Assessment /

Planning

  Small Group

Counseling ▪  Study Skills ▪  Anger Management ▪  Self Esteem ▪  Social Skills ▪  Grief / Loss

  Crisis Intervention ▪  Suicide Intervention ▪  Child Abuse / Neglect ▪  Appropriate referrals

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  Parent  Workshops      Talking  to  your  child  about  college  &  careers  

  Helping  your  child  prepare  for  tests    Recognizing  signs  of  depression    Preparing  your  child  for  high  school  

   Faculty  In-­‐Service  Training    

  Emotional/behavior  disorders  in  the  classroom  

  Infusing  career  development  into  the  curriculum  

  Mandatory  child  abuse  reporting      Consultation      Participation  on  SBLC  Teams      Process  Observation  

 Revisiting  program  goals  

 Measure  Student  Competencies  from  standards  based  domains  

 Review  Critical  Data  Elements  

 Create  Plan  to  Address  areas  of  Need  and  continue  to  capitalize  on  strengths  

 Program  Audit  (from  ASCA  Model  Workbook)  

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 Although the principal is responsible for evaluation, they may be unsure of how to accurately assess the work of the counselor (particularly in regard to specialized skills)

 Historically counselor evaluation was limited to classroom presentations, limiting evaluation to a minor skill set

 Principals may not be aware of other, more accurate ways to evaluate, especially within contemporary frameworks

 Louisiana Compass Rubric for Professional School Counselors

Focus on Data:   Using data to drive programming:

  Achievement Data: (retention rate, graduation rate, standardized test scores, GPA, etc.)

  Behavioral Data: (discipline referrals, suspensions, attendance, etc.)

  Demographic Data: (ELL/ESL students, SES, overage population, etc.)

  Using data to measure program results:   Process Data: Answers “What did you do for whom?”   Perception Data: Answers “What do people think they

know, believe, or can do?”   Outcome Data: Answers “How are students better or worse

because of a counseling program intervention?”

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 New Assessments:

  School Counselor Competencies Assessment   Appendix H: 12-page checklist

  School Counseling Program Assessment   4-page audit: Criteria for each part (No, In progress, Yes)

  Use of Time Assessment   Time chart   Goal is at least 80% in direct/indirect services, 20% in

program management and “other duties.”

 New Tools (w/ tips for interpreting them):

  Annual Agreement   Provides program goals, use of time, and other specifics

about the counselor’s role

  School Data Profile   Helps keep track of demographic, academic, behavioral,

etc. information for whole school

  Action Plans   Core Curriculum   Small Group   Closing-the-Gap

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 Goals: Broad, generalized statements, they are abstract and general principles that guide decision making

 Objectives: Specific, measurable steps that can be taken to meet a goal

A.  Defines WHAT you will do B.  Provides a link between your

performance and how you will be evaluated

C.  Guides the design of curriculum and direct services

D.  Success is measurable if you have stated what you are going to do on the front end

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1.  Audience 2.  Behavior 3.  Condition 4.  Degree Example: At the completion of a classroom

lesson, 90% of juniors will be able to identify differences between TOPS & Graduation requirements.

 Audience-  Behavior-  Condition-  Degree of Mastery-    Example: At the completion of a study skills unit, 75% of 6th graders will be able to identify at least three strategies for homework completion.

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 Your program should have 3 main, overarching goals:   Career   Academic   Personal/Social

 You should have 3 objectives per goal

  If you achieved the goal too easily, make your next goals harder.

  If the goal took a dispiriting length of time to achieve, make the next goals a little easier.

  If you learned something or if circumstances change, then you may need to change future goals/objectives.

  If you noticed a deficit in your skills despite achieving the goal, decide whether to set goals to fix this.

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 Critical Data: Teacher focus group and promotion/retention data reveal a need for academic support for 6th graders.

 Goal: Increase 6th grade promotion rate by 5% (from 65% to 70%)

 Objective: At the completion of a study skills unit, 75% of 6th graders will be able to identify at least three strategies for homework completion

 Direct Service: Study Skills unit via large group guidance lesson using the S.O.A.R. Study Skills Curriculum.

 Evaluation: Pre/Post-test  Annual Evaluation: Reviewing promotion/

retention rates for 6th graders

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 Tier 1 = Classroom Guidance Curriculum   Targets whole population   Based on ASCA Standards   Ex: Recognizing, Responding, & Reporting Bullying

 Tier 2 = Small Group Counseling   Targets at-risk students   Those whose needs can’t be met in Tier 1   Focuses on specific issues   Ex: Adaptive Social Skills; Self Esteem

 Tier 3 = Individual Counseling / Outside referrals   Targets strongly at-risk students   Those whose needs can’t be met in Tiers 1 and 2   Ex: Individual approach to coping skills & self esteem;

behavior intervention planning; CSoC Referral

 Tier 1 = Classroom Guidance Curriculum   Ex: Study Skills Unit

 Tier 2 = Small Group Counseling   Ex: Collaborative Strategic Reading groups

 Tier 3 = Individual Counseling / Outside referrals   Ex: Individual Academic Action Planning (Homework/

Classwork tracker); SBLC referral

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5-10%

Severe Academic Deficits & Behavioral Concerns

10-15%

Students with some risk factors

75-85% General Education

Curriculum & Schoolwide PBIS

5-10%

Individual Counseling / Outside Referrals

10-15%

Small Group Counseling

75-85% Comprehensive Guidance

Curriculum & Schoolwide Programming

 Comparing model to compass rubric   Help them understand the components of both

 Looking at research data   ASCA Model promotes positive outcomes in academics

and behavior

 Link the model to RTI   Allows you work with prevention and intervention,

rather than paper-pushing

 Examining school counseling data   Prove your effectiveness and the school’s needs

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