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The Wisconsin Comprehensive School Counseling Model

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

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The Wisconsin Comprehensive School Counseling Model

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  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 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

  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

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