Evaluation Plan
The American School Counselor Association (ASCA) calls on school counselors to show accountability for our efforts by answering the question, "How are students different as a result of the comprehensive school counseling program?" (ASCA, 2012). School counselors respond to this question by collecting data and measuring the impact of our services on student achievement to determine if these programs were effective in producing positive change, and if not, what adjustments need to be made (Hartline & Cobia, 2012). Then, school counselors continue the evaluation process by sharing this information - in the form of results reports - with administrators, teachers, parents, and students to show them that what we are doing is positively impacting student achievement (Hartline & Cobia, 2012; Salina et al., 2013; Young & Kaffenberger, 2011). Sharing program evaluation results with key stakeholders is an opportunity for school counselors to demonstrate our value to the entire school and larger community. When school counseling prevention and intervention efforts improve student achievement, this saves time and resources formerly used on remediation (Salina et al., 2013). Practicing accountability can even increase school funding through earning grants for enhancing and expanding school counseling programs (Duarte & Hatch, 2015). Being accountable and sharing results and outcome data increases school counselors’ credibility, and in turn increases stakeholders’ trust in our programs (Salina et al., 2013; Young & Kaffenberger, 2011). With this added trust and support, school counselors can advocate that we should be spending more of our time doing appropriate, intentional activities and delivering our comprehensive school counseling programs to students rather than coordinating testing; and this strategy has been shown to be effective in reducing non-school counseling tasks (Bemak, Williams, & Chung, 2014). Thus, practicing accountability helps to align our responsibilities with what school counselors are meant to be doing: helping students be successful.
Most school counselors appreciate these points outlining the importance of accountability, but they may struggle with how to analyze data and how to show the accountability of their programs (Young & Kaffenberger, 2011). With such busy schedules, many school counselors wonder, “I don’t even have time implement all the parts of my program, how do I find time to collect and analyze data and share the results of my program?” School counselors can start practicing accountability by using evaluation plans. These plans can include evaluations of specific school counseling programs, evaluations of the program as a whole, and evaluations of school counselors conducted by key stakeholders. You will find a number of resources below, including information on various evaluation models for school counseling programs, tools that administrators, teachers, parents, and students can use to evaluate and provide feedback on school counselors and their programs, as well as some pre/post tests used to evaluate classroom lessons and group counseling units.
Finally, I want to point out that accountability is a cycle, because “when school counselors feel more confident in their abilities, they are more likely to use data to address achievement gap issues” (Young & Kaffenberger, 2011; p. 68). Seeing the positive results of school counseling interventions and knowing that what school counselors do actually works builds this confidence, promoting the belief that school counselors can affect specific student achievement outcomes, and making our jobs more satisfying (Salina et al., 2013). With school counselors’ primary goal of helping students be successful, accountability is key in ensuring that school counselors’ interventions and programs really are positively impacting student achievement.
Most school counselors appreciate these points outlining the importance of accountability, but they may struggle with how to analyze data and how to show the accountability of their programs (Young & Kaffenberger, 2011). With such busy schedules, many school counselors wonder, “I don’t even have time implement all the parts of my program, how do I find time to collect and analyze data and share the results of my program?” School counselors can start practicing accountability by using evaluation plans. These plans can include evaluations of specific school counseling programs, evaluations of the program as a whole, and evaluations of school counselors conducted by key stakeholders. You will find a number of resources below, including information on various evaluation models for school counseling programs, tools that administrators, teachers, parents, and students can use to evaluate and provide feedback on school counselors and their programs, as well as some pre/post tests used to evaluate classroom lessons and group counseling units.
Finally, I want to point out that accountability is a cycle, because “when school counselors feel more confident in their abilities, they are more likely to use data to address achievement gap issues” (Young & Kaffenberger, 2011; p. 68). Seeing the positive results of school counseling interventions and knowing that what school counselors do actually works builds this confidence, promoting the belief that school counselors can affect specific student achievement outcomes, and making our jobs more satisfying (Salina et al., 2013). With school counselors’ primary goal of helping students be successful, accountability is key in ensuring that school counselors’ interventions and programs really are positively impacting student achievement.
School Counselor Evaluation Tools
Pre/Post Tests
Program Evaluation Models
One of the most well-known and widely used school counseling program evaluation tools is Recognized ASCA Model Program (RAMP), an award granted by ASCA to individual schools (not districts or school counselors) with exemplary, comprehensive, data-driven school counseling programs that follow the ASCA National Model. The RAMP application process involves submitting 12 components, with rationales for the information submitted in the first 11 components: a statement of philosophy; a mission statement; school counseling program goals; competencies and indicators; management agreements for each counselor in the school; an advisory council; calendars; classroom guidance curriculum action plans and lesson plans; classroom guidance curriculum results reports; small group counseling responsive services; closing-the-gap results reports; and a program reflection. The process of applying for RAMP and developing a comprehensive school counseling program based on goals derived from school data is time consuming and detailed, but researchers have found that RAMP “encourages school counselors to use data and once school counselors saw the power of data, they were motivated to continue using data” (Young & Kaffenberger, 2011, p. 73). In addition, RAMP schools have been found to out perform non-RAMP schools on state proficiency rates (Wilkerson, Pérusse, & Hughes, 2013).
As of 2013, Indiana had the highest number of RAMP schools in the country (Wilkerson, Pérusse, & Hughes, 2013). This may be because RAMP aligns so closely with the Indiana Gold Star Award, which recognizes comprehensive, accountable school counseling programs that align with state and national student standards. The American Student Achievement Institute (ASAI) offers a detailed workshop and video series to help school counselors design a comprehensive school counseling program that aligns with Gold Star. School counselors work through ASAI’s process with an advisory council including students, teachers, parents, business representatives, and community members to create a School Counseling Portfolio that can be submitted to the Indiana Department of Education for Gold Star recognition and/or ASCA for RAMP recognition. The process of applying for the Indiana Gold Star Award has all the benefits of RAMP, with the addition of having a program aligned with specific state standards. This can be particularly beneficial when attempting to align school counseling curriculums with academic curriculums in an effort to deliver a more comprehensive and holistic program through all aspects of students’ educational experience.
Another option for school counselors to ensure accountability in their comprehensive school counseling programs is MEASURE, which stands for Mission, Elements, Analyze, Stakeholders-Unite, Reanalyze, and Educate. MEASURE is a six-step accountability process that helps school counselors organize their efforts and demonstrate to key stakeholders exactly how their programs impact critical school and student data (Hatch, 2014). Following the ASCA National Model, school counselors start with building the foundation of their programs by creating a clear mission statement that aligns with the school’s mission statement. A comprehensive school counseling program’s mission statement is written with students as the primary focus and directs the development and implementation of counseling services and interventions (ASCA, 2012). Next, school counselors identify and examine critical elements of available data that are important to their school’s (and program’s) mission. School counselors then analyze these data elements and disaggregate them to identify any trends or gaps the data might reveal. This data analysis and disaggregation allows school counselors to ensure their services are equity-focused and intentional, addressing the fact that “some students need more” (Hatch, 2014). The next step is for school counselors to gather stakeholders to become part of a collaborative team with the purpose of addressing these data trends and gaps. After identifying and implementing strategies and solutions to close gaps, school counselors should collect outcome data and reanalyze the data in order to see the results of their interventions. In addition to analyzing program outcomes for their own benefit, school counselors need to educate all stakeholders by sharing those results and showcasing the positive impacts of their programs on student success.
References:
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.
Bemak, F., Williams, J. M., & Chung, R. C. (2014). Four critical domains of accountability for school counselors. Professional School Counseling, 18(1), 100-110.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Hartline, J., & Cobia, D. C. (2012). School counselors: Closing achievement gaps and writing results reports. Professional School Counseling, 16(1), 71-79.
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin Press.
Salina, C., Girtz, S., Eppinga, J., Martinez, D., Kilian, D. B., Lozano, E., & ... Shines, T. (2013). All hands on deck: A comprehensive, results-driven counseling model. Professional School Counseling, 17(1), 63-75.
Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.
Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15(2), 67-76.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.
Bemak, F., Williams, J. M., & Chung, R. C. (2014). Four critical domains of accountability for school counselors. Professional School Counseling, 18(1), 100-110.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Hartline, J., & Cobia, D. C. (2012). School counselors: Closing achievement gaps and writing results reports. Professional School Counseling, 16(1), 71-79.
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin Press.
Salina, C., Girtz, S., Eppinga, J., Martinez, D., Kilian, D. B., Lozano, E., & ... Shines, T. (2013). All hands on deck: A comprehensive, results-driven counseling model. Professional School Counseling, 17(1), 63-75.
Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.
Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15(2), 67-76.