Comprehensive Guidance & School Counselingmoschoolcounselor.org/.../Comprehensive-Guidance-School-Counseling... · 4-Full Implementation 3-Substantial Imp 2-Moderate Imp 1-Minimal/No

Comprehensive Guidance &

School Counseling

Does the program work?

Susan Perkins, Columbia Public Schools Elementary School Counseling Coordinator

Programs

Mission, Vision, Philosophy

Program Components or Structure

Procedures

Highly Qualified Personnel

Evaluation

Program Results

Program

+ Personnel

Results

Is the program working?

Norman C. Gysbers & Patricia Henderson, “Comprehensive Guidance & Program

Evaluation: Program + Personnel = Results, www.counseling.org

Evaluation

Evaluation

Evaluation

School Counseling History

Now: “How are students different because of the school

counseling program?”

Then: “What’s a School Counselor?”

From: ASCA, schoolcounselor.org, School Counselor Accountability Presentation: Ann F. Cole, Ph.D, Grant Facilitator, Safe and

Drug Free Schools, Lee County, FL; Geri McArdle, Ph.D, Associate Professor, Barry Univ.; Madelyn Issacs, Ph.D, Florida Gulf

Coast University.

CGSCP Works!

My gut feeling tells me so.

It’s what students need.

Kids are constantly knocking on my door.

We need more staff because our program is that good!

Helpful

It’s helpful to have a bit more information…

When I say the word “Data”…

Avoiding Death by Data…

Reasonable

Purposeful

Meaningful

Valid

Inform current & future practices

Again…

Program Evaluation

+ Personnel Evaluation

Results Evaluation

Norman C. Gysbers & Patricia Henderson, “Comprehensive Guidance & Program

Evaluation: Program + Personnel = Results, www.counseling.org

Determine Results!

An Example…

K-12 Comprehensive

School Counseling Program

Columbia Public Schools

Program Evaluation

Internal Improvement Review (IIR)

Time on Task Analysis

Responsive Services

Elements4-Full Implementation 3-Substantial Imp 2-Moderate Imp 1-Minimal/No Imp NBR Score

4A. Students who are

experiencing problems can

readily access PSCs.

All students who are

experiencing problems

can readily access PSCs.

Most students who are

experiencing problems can

readily access PSCs.

A few students who

are experiencing

problems can readily

access PSCs.

Students who are

experiencing problems

cannot readily access PSCs.4A

Internal Improvement Review

Online excel format (DESE website)

Perceptual results inform program goals

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Section 1-

Overview

Section 2-

Curriculum

Section 3-Ind

Planning

Section 4-Resp

Services

Section 5-System

Support

Complete IIR

Elementary IIR Results

Percentage of Implementation of CGSCP

Internal Improvement Review:

Further Analysis

1K. Student –Professional School counselor (PSC)

counselor ratios are consistent with nationally

recommended standards

4G. PSCs actively participate in activities involving

building/district critical incident plans.

Time on Task Analysis

Guidance

Curriculum

33%

Individual

Planning

0%

Responsive

Services

42%

Systems

Support

18%

Non-

Guidance

7%

2013-2014 TIME ON TASK

Guidance

Curriculum

26%

Individual

Planning

0%

Responsive

Services

51%

Systems

Support

16%

Non-

guidance

7%

2014-2015 TIME ON TASK

30-40%

10-15%

5-10%

35-45%10-15% 35-45%

30-40%

Personnel Evaluation

Performance Based School Counselor Evaluation (PBSCE)

New School Counselor Evaluation System

Revised standards

Growth model

Results Evaluation

Process Data

Perceptual Data

P.R.O.B.E. Data

Process Data

Compile numbers

# of incidents

# of students

# of hours

Show trends

Correlate

Demographics

County statistics

Process Data

Collection Methods

Planner Tally

Excel spreadsheet

SCUTA

Planner Tally

Excel Spreadsheet

SCUTASchool Counselor Use of Time Analysis

SCUTASchool Counselor Use of Time Analysis

Process Data

Examples of Data Collected

Classes

Students seen individually

Individual visits

Students seen in groups

Group visits

Crisis visits

Hotlines

Home visits

CD interviews

504 hours

Outside referrals

Agency contacts

Process Data

Analysis

Totals by district

Totals by building

Trend data

Correlate with district changes or county data

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

7300

7400

7500

7600

7700

7800

7900

8000

8100

8200

07-08 08-09 09-10 10-11 11-12 12-13 13-14

Po

pu

lati

on

CPS District Demographics

K-5 Population

% Free & Reduced

% Total Minority

12677

8669

5426

4110 4457

5766

6632

23.1

20.619.2

1919.375

21.75

22.7

0

5

10

15

20

25

0

2000

4000

6000

8000

10000

12000

14000

07-08 08-09 09-10 10-11 11-12 12-13 13-14

Nu

mb

er

of

School Year

Elementary Counseling Process Data

Teaching Hours

(Release)

Crisis Counseling

Visits

Individual Non-

Crisis Student

Visits

Total FTE

665

239 233270

295

205

137175 165 146

244 258

0

100

200

300

400

500

600

700

07-08 08-09 09-10 10-11 11-12 12-13 13-14

Nu

mb

er

of

School Year

Elementary Counseling Process Data

Outside Referrals

Hotline Calls

960

760

9911008

12165298

6558 6122

0

1000

2000

3000

4000

5000

6000

7000

700

800

900

1000

1100

1200

1300

2007 2008 2009 2010 2011 2012 2013

Boone County Trend Data

Child

abuse/neglect

and family

assessments

Children in

poverty

Perceptual Data

Anonymous Feedback

Parent Perceptions

Teacher Perceptions

Student Perceptions

Needs Assessment

Perception of Parents, Teacher & Students

Result: 3-Year Focus on Developing Problem Solving Skills

P.R.O.B.E. Data

Case study

Choose individual or group

Identify goal

Gather baseline data

Implement intervention

Gather post-intervention data

Determine results

Case #1N

um

ber

of

min

or

/ m

ajor

refe

rral

s

Participating Students (First Initial)

1

3 3

1

5

16

2

0

1

0

2

6

0

2

4

6

8

10

12

14

16

18

K B D J J Total

March

April

2nd Grade Mentor Group

Case #2

0

10

20

30

40

50

60

Piers Harris-2 Results

Pre Post

Total Pre: 29

Total Post: 55

0

10

20

30

40

50

60

70

80

Before

Counseling

During &

After

Counseling

Discipline Referral Data

• 67 referrals before individual counseling

(September 2-January 16)

• 15 during and after individual counseling

(January 19-March 31)

All of this Data---Now What?

Share results with stakeholders

Building Administrators

District Administrators

School Board

Parents

Teachers

Reexamine goals

Change or eliminate certain practices

Revise data collection process or measures

Advocate for additional resources or programs

Program Data Results

2007-2008

2.6 FTE increase supported by program data.

2011-2012

Full-time elementary school counselors in all 19 school buildings with addition of 1.375 FTE.

2012-2013

District moved to a specialist schedule that more than doubled the elementary school counselor’s time in the classroom. Data supported need for 1.0 increase in FTE.

2014-2015

Moved from a classroom lesson release-time model to a push-in model.

And the Results are in…

Comprehensive Guidance & School Counseling Works!

Our Process Data Results tell us so

Our Perceptual Data Results tell us so

Our P.R.O.B.E. Data Results tell us so

Program + Personnel = Results

Questions

Resources

Missouri Kids Count: http://missourikidscountdata.org/

CPS Guidance Website (Internal Use Only):

www.cpsschoolcounselors.weebly.com

SCUTA: http://counselorapp.com/

EZ Analyze: http://www.ezanalyze.com/