The Wisconsin Comprehensive School Counseling Model Accountability and

The Wisconsin Comprehensive School Counseling Model Accountability and Evaluation

Why Use Data • Data can provide feedback on what is working • Data can pinpoint gaps or areas where change is needed • Data can help evaluate program effectiveness and keep the focus on student outcomes and achievement • Data gives the ability to respond accurately to accountability questions • Data can build an environment of continuous improvement • Data ensures every student will benefit from the school counseling program

Three Levels • Student Outcomes • Program • School Counselor

Student Outcomes • Data Types – Process data • What was done for whom – Who, what, when, how – Perception data • How are student’s different as a result of intervention – Attitudes, beliefs, knowledge, opinions – Results data • Proof that intervention has or has not influences behavior – Academic achievement, attendance, behaviors, graduation – School Improvement data

Student Outcomes • Student demographics – – – – – Total student population ESL Ethnic/racial disaggregates Free/reduced lunch Gender Grade level counts Mobility [homeless] Single parent household Socio-Economic status Special education

Student Outcomes • Achievement and/or related data – – – – – Standardized tests Course grades and G. P. A. Course enrollment patterns Drop out rates Retention rates Individual Learning Plans Conferences Attendance [daily, tardy, truant] Discipline [referrals, suspensions, expulsions] AODA patterns

Student Outcomes • Data Over Time – Immediate – Intermediate – Long Range

Student Outcomes • Results Reporting – How are the students different – Was the program successful • What worked and what did NOT work – Were the standards addressed – Was every student served – How will the program change – What decisions can be made based on data – Educate others on program impact

Program Audit • Identify status of program implementation – School Counseling Curriculum – Individual Student Planning – Responsive Services – System Support

Program Audit • Provides evidence of alignment to Wisconsin and ASCA Models • Provides direction in future planning within the program • Provides baseline for improving future results with students

School Counselor Evaluation • District means of evaluating the performance and effectiveness of personnel • Based upon a school counseling framework and model • Evaluated on program implementation, program results, and professionalism

School Counselor Evaluation • School counselor self-evaluation – What will be different this year because of me • Advocate, change, lead • Evaluation form and process unique to school counseling and/or pupil services professionals – Collaboratively design an evaluation document/tool that meets local needs and policies • Evaluation should be related to management agreement • Evaluation should include ratings and comments within the context of the program and its results