The Wisconsin Comprehensive School Counseling Model

1
The Wisconsin Comprehensive School Counseling
Model

• Accountability
• and
• Evaluation

2
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

3
Three Levels

• Student Outcomes
• Program
• School Counselor

4
Student Outcomes

• Data Types
• Process data
• What was done for whom
• Who, what, when, how
• Perception data
• How are students 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

5
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

6
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

7
Student Outcomes

• Data Over Time
• Immediate
• Intermediate
• Long Range

8
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

9
Program Audit

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

10
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

11
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

12
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