Transcript Document
Promote & Save
School Counseling
Jean Greco, Patricia Nailor & Karl Squier Rhode Island School Counselor Association ASCA 2005 Annual Conference
Activity
Do people in your community know what counselors do?
Why are counseling positions an easy target for budget cuts?
Have you used data to promote your school counseling program?
Have you used data to try and save counselor jobs?
2
What Do You Think of When You Hear the Word Data?
3
What Is Data?
Factual information, especially information organized for analysis or used to reason or make decisions.
(www.dictionary.com)
4
Types of Data
Process
―
What did you do for whom?
Results
―
What are the outcomes?
Perception
―
What do people think they know?
What do they believe?
What can they do?
5
Sample Process Data
Elementary Developmental Guidance Lessons
(2886) (2476) (2899) 3000 2500 2000 1500 1000 500 0 95-96 99-00 02-03 03-04 04-05 Cranston (RI) Public Schools Lessons
6
# Seen for Individual Counseling # Individual Counseling Sessions # Individuals in Group Counseling # of Group Counseling Sessions # SPED IEP students # of Consult/ Monitor pupils # of Developmental Lessons # students seen in Devel Lessons TST Meetings TQP Meetings Total Parent Contacts Parent Conferences Telephone Contacts Written Contact IEP Meeting Teacher Meet/Conf Principal Meet/Conf Other Staff Meet/Conf Spec Services Personnel Meet/Conf Outside Agency Meet/Conf Full Core Staffing Other Meet/Conf Sample Process Data
Cranston EOY Stats FY05
SEPT 181 258 539 229 105 184 226 3,550 2 59 446 98 81 225 10 532 283 188 146 15 4 1 OCT 176 280 512 414 108 165 312 4,725 4 56 1,227 75 69 1,064 30 499 266 206 189 38 2 0 NOV 179 372 513 371 133 171 334 4,636 6 51 765 73 137 549 22 496 289 195 165 33 0 2 DEC 194 341 536 370 129 153 313 4,746 11 57 229 82 93 39 18 539 293 233 166 37 1 4 JAN 194 383 587 434 111 156 296 4,348 10 50 238 82 93 76 15 473 222 226 173 34 2 13 FEB 210 335 622 345 126 91 262 4,307 9 41 174 67 54 36 22 480 149 130 98 29 2 2 MAR 212 466 602 546 131 97 403 4,570 10 61 236 91 97 36 33 555 216 191 161 23 0 8 APR 186 346 667 421 134 109 317 4,383 8 42 206 75 74 37 27 463 209 179 124 26 4 2 MAY 223 435 654 539 136 103 337 4,175 6 61 221 80 82 30 41 472 213 192 121 40 2 0 JUN 176 241 617 267 144 96 99 2,181 1 29 147 49 77 94 36 257 148 147 77 19 0 0 TOTALS 1,931 3,457 5,849 3,936 1,257 1,325 2,899 41,621 67 507 3,889 772 857 2,186 254 4,766 2,288 1,887 1,420 294 17
Sample Process Data Providence Public Schools
Counseling Activity Log
Date Student Name ID# Grade Class Session Length (in min.)
8
Sample Results Data Time Management Lesson: Book Report Completion Grade 5 Pre-activity Students On-time Incomplete 50 35 15 Post-activity 50 49 1 Cranston (RI) Public Schools
9
Sample Results Data
Increased Purposeful Contact with School Counselors
80 70 60 50 40 30 20 10 0 2001-2002 2002-2003 2003-2004 Post Secondary Plans 2004-2004 Central High School, Providence (RI) Public Schools
10
Documentation as Evidence of Results
Framework for Comprehensive School Counseling in the Cranston Public Schools May 2005
11
Documentation as Evidence of Results
Administrative Handbook Department of Counseling & Social Services Providence (RI) Public Schools August 2003
12
Sample Perception Data
Competency Achievement
―
Every student (grades 9-12) completed a four year plan Knowledge Gained
―
91% of students acquired knowledge about how to handle bullying Attitudes & Beliefs
―
grade students felt their school was 94% of 5 th safe Differences Measured Through:
― ― ―
Pre-Post Tests Completion of an Activity Surveys
13
CPR Toolkit
A Counseling Preservation Response (CPR) Toolkit will help you promote your school counseling program It will help you plan for gathering and presenting evidence that demonstrates your impact on student success
14
CPR Tool #1
Know Your Audience
This tool helps you identify your audiences It gathers this information:
― ― ― ― ―
Audience Name Audience Informational Needs Communication Vehicles Expected Results Contact Information
15
CPR Tool #2
Develop a Plan
A results statement (goal) specifies an observable and measurable outcome An action plan is developed for each results statement Three data gathering templates:
― ― ―
2A—Results Statement Planning Tool 2B—Action Step Planning Tool 2C—Plan Summary Tool
16
#2A
Results Statements Tool
This tool organizes information about results statements:
― ― ― ― ― ―
Results Statement Action Step Begin & End Dates Owner Cost Funding Source
17
#2B
Action Step Planning Tool
This tool offers the opportunity to take one action step from Tool #2A and write the steps needed to achieve the result
18
#2C
Plan Summary Tool
This tool organizes your results statements into a plan summary :
― ― ― ― ― ― ―
Results Statement Action Steps Begin & End Dates Indicators Owner Cost Funding Source
19
Pitfalls
Not knowing your audience and what they expect Overwhelming your audience with too much information Being reactive rather than proactive
20
Tips
Be precise and concise Link data to school accountability (e.g., attendance, discipline, graduation rates) Use language that is meaningful to your audience Use a variety of approaches to communicate your message Package your message well
21
Our Next Steps
Standardize our data gathering and reporting system Emphasize results data Report on our successes throughout the school year to all audiences Publish a School Counseling Report Card annually
22
Tool #3
Personal Action Plan
As school counselors, we are accountable for our own transformation This tool helps you document the steps you will initiate when you return to work
― ― ― ―
What do you need to do?
What results do you expect to achieve?
Who do you need to assist you?
By when do you expect to complete each step?
23
Contact Information
Jean Greco, Cranston (RI) Public Schools
―
Patricia Nailor, Providence (RI) Public Schools
―
Karl Squier, Lady of the Lake Learning Systems
―
RISCA Website
―
www.rischoolcounselor.org
24