Transcript Leadership, Advocacy, & Accountability

UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Dr. Susan R. Rose, Ph.D., NCC
University of the Cumberlands
Director of School Counseling
March 7, 2013
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
The Background
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Impact of Change on School Counselor Practice


The transformed school counselor, while addressing the needs
of individual students, will have an eye on the institutional
policies and practices that impede student progress.
Professional school counselors must design data driven school
counseling programs that fit into the mission of today’s
schools:

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Rigorous standards and accountability for all students.
Accountability is the professional school counselor’s
responsibility—not just teachers and administrators.

Professional school counselors need to integrate themselves into
school reform by collaborating with all school staff instead of
working as ancillary personnel removed from the instructional
side of schools.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Impact of Change on School Counselor Practice

Successful school counselors in 21st Century schools
will shift from focusing on fixing individual students
to fixing the policies and practices in the educational
system that contribute to academic failure of
students. Professional school counselors also must:

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Become proactive leaders rather than “helper
responders.”
Shift the focus from mental health and individual
changes to the whole-school and systemic
concerns that fit the whole-school’s mission of
academic achievement.
Use “hard data” to prove accountability.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Accountability: Making School Counseling Count

To act as agents of school and community change,
professional school counselors must:
1. Provide and articulate a well-defined developmental counseling program
with attention to equity, access, and support services.
2. Routinely use data to analyze and improve access to, and success in,
rigorous academic courses for underrepresented students.
3. Actively monitor the progress of underrepresented students in rigorous
courses and provide assistance or interventions when needed.
4. Actively target and enroll underrepresented students into rigorous
courses.
5. Develop, coordinate, and initiate support systems designed to improve
the learning success of students experiencing difficulty with rigorous
academic programs.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Leadership and Transformed School Counselor Practice
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Role Responsibilities of the Professional School Counselor
1. High standards
for all students.
2. Remove learning
barriers.
3. Teach students
skills need to help
themselves.
4. Teach how to
succeed in the
school system.
5. Teach how to utilize
academic support
systems.
6. Use data to
promote program
changes.
7. Work with all
school personnel.
8. Offer staff development
training to promote higher
student standards.
9. Eliminate myths
10. Promote
community activities
for higher student
standards.
11. Help parents & the
community design ways to
work with schools to support
higher students standards.
12. Serve as a
community resource.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Does a Fully Implemented School
Counseling Program Make a Difference?

According to Lapan, Gysbers, and Sun (1997),students
from schools with more fully implemented programs were
more likely to report that:
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(a) they had earned higher grades;
(b) their education better prepared them for the future;
(c) they had more career and college information available
to them; and
(d) their schools had a more positive environment.
Many other studies showed consistent results.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Leadership and
Achievement Advocacy
for Every Student
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
“At Promise” instead of “At Risk”

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School counseling programs that use a strengths-based,
“nondeficient” leadership and advocacy model are
educational leaders providing measurable equity,
achievement results, and success for all students.
Professional school counselors who develop and
implement transformative school counseling programs
based on the ASCA National Model strive to empower and
advocate for historically oppressed populations.
The transformed professional school counselor leads and
advocates in removing barriers to student performance
and overcoming social injustice.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Research Shows….
Students from low-income families can match the
achievement of high-income families “stride for
stride” and in some school districts actually
outperform students from affluent families.

School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Common Characteristics

Successful high-poverty schools demonstrate the
following characteristics:
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Extensive use of state/local standards to design
curriculum and instruction, assess student work, and
evaluate teachers.
Increased instruction time for math and reading.
Substantial investment in professional development for
teachers.
Comprehensive systems to help students before they
fail.
Parental involvement.
Accountability systems with consequences.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Professional School Counselors as Leaders

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Leadership is one of the four overarching themes of the
ASCA National Model and is inextricably tied to advocacy.
A leader is someone who has a “vision” for change, can
communicate that vision effectively to others, and help
direct supporters in working toward creating the desired
change.
Leadership strategies for new school counselors:
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Set reasonable and realistic leadership goals
Approach tasks with determination
Resolve to work through resistance
Build a strong support system and seek supervision and support
from supervisors and colleagues
Be clear about your role as a school counselor
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Advocacy Counseling in Schools

Advocacy counseling involves efforts by
professional school counselors to advocate for
and with clients on both the microlevel and the
macrolevel.

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On the microlevel, school counselors might advocate
on behalf of students within the school systems or
teach them self-advocacy skills.
On the macrolevel, school counselors might intervene
in some larger context (e.g., community) to effect
more broad-based change.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
ACA Advocacy Competencies

There are three domains where counselors can
advocate for change:
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Client/student advocacy
School/community advocacy
Public arena advocacy
There are two levels within each domain, one
level involves advocating with a stakeholder
or system and another level involves advocating
on behalf of a person or system.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
ACA Advocacy Competencies

Client/Student Advocacy

Client/student empowerment involves:
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Teaching clients self-advocacy skills
Helping clients develop a strategy or plan for self-advocacy
Assisting clients in becoming knowledgeable and aware of
their situations
Identifying the skills and assets clients can use in the
advocacy process.
Client/student advocacy involves direct school
counselor endeavors to enact change or secure certain
resources for students.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
ACA Advocacy Competencies
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School/Community Advocacy
Community collaboration involves
teaming up with community organizations
to aid them in their advocacy efforts.
Systems advocacy involves a more
direct effort by counselors to change a
system; they will spearhead the effort
themselves.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
ACA Advocacy Competencies

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
Public Arena Advocacy
The public information level involves creating
and distributing materials about important topics
to the community.
Social/political advocacy involves contacting
local and state representatives and policy makers
to raise awareness about issues and work to
create change on a much larger level.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Advocacy Counseling

Strategies to help school counselors become
more comfortable advocating:
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Use data to make a case
Connect change efforts to the school’s mission
Do not take resistance personally
Find supporters
Develop a realistic plan based on data and research
Act ethically at all times
Trust the process
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Empowering Students with Achievement Advocacy Skills

Students need to be empowered to become
leaders for life in their elementary, middle, and
high school communities.

Professional school counselors develop leadership
academies, peer tutoring and peer counseling
programs and encourage and expect all students to
participate in extracurricular activities to increase their
leadership skills, which, in turn, can provide students
with a basis to learn advocacy skills.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Empowering Parents and Guardians with
Achievement Advocacy Skills
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
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Parents often take information from school personnel as fact.
Professional school counselors assist parents and guardians to
maneuver through unfamiliar territories to access services.
Professional school counselors can help identify resources and
discuss existing services with parents.

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They can assist parents in understanding and interpreting the
information received from the school and their rights.
Parents may also need assistance in determining how and when to use
the information.
Counselors can help parents gain
access to needed services.
School Counseling Program
UC
University
of the
Department of
Education
Cumberlands
Empowering Educators With Achievement
Advocacy Skills
Reflective Constructors of Quality Learning Experiences Through Critical Thinking

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Assist teachers in recognizing inequities.
 Challenge teachers to examine their biases.
Offer annual formal in-service training and
frequent informal sessions to increase teacher
knowledge and effectiveness.
Counselors can assist teachers in developing
management, facilitation, and advocacy skills.
Provide in-service training on management skills.
Help teachers create a safe, equitable, and learner-friendly
environment for all students.
Help teachers to communicate more effectively with parents
and administrators.
School Counseling Program
UC
University
of the
Department of
Education
Cumberlands
Empowering School Systems for Achievement
Advocacy
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
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Professional school counselors are in a position to work
with all school personnel.
Professional school counselors should ensure that
administrators are supporting their efforts.
When working collaboratively with all school personnel,
counselors must use their skills in interpersonal
communication, group process, and counseling.
Professional school counselors are visible in the school,
and provide staff development training and research data
to promote systemic change.
Administrators are welcomed as a key part of the school
counseling programs’ advisory council.
School Counseling Program
UC
University
of the
Department of
Education
Cumberlands
Empowering Community Stakeholders with
Achievement Advocacy
Reflective Constructors of Quality Learning Experiences Through Critical Thinking

Counselors should have community
networks in place that allow them to
connect parents and children with
resources that will help children succeed.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Public Awareness


Must have a mission/vision statement for the school
that is focused on academic success for all students.
Ways to publicize the professional school counselor’s
role:
1.
2.
3.
4.
5.
A column in the school or local newspaper
Brochures
Use of web sites
Speaking engagements at local events
Classroom presentations
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
The Accountability
Imperative for School
Counselors
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Accountability: Every Educator’s Challenge


Data must show more than time-on-task numbers
Data needs to show how school counseling program
impacted student success
 Must show that counselors have made a difference in student
achievement

Data must justify continuing funding for school
counselors
 Especially when other role groups are being cut
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Start with Student Outcome Data

School counseling programs must start with student
outcome data, then decide which data they want to
track and drive in a positive direction.
 Once that is accomplished, the program components come into
play to move the data.
 Data is the engine that drives the school counseling program.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Time-on-Task Data

What is Time-On-Task Data
 Student contact made
 Group sessions held
 Classroom guidance lessons delivered

Time-on-Task Data is still valuable but stops short of
answering the critical question of how our work
affects student achievement
 We must answer the question, “How are students better off
academically because of what you do?”
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Results-Based Accountability

Needs Assessments, Surveys, Pre- and Post- Tests
 Although these methods are moving us closer to accountability,
they are still soft measures of accountability and not at the level
of accountability expected of stakeholders as they are selfreport measures.
 To deem counting and results-based approaches as adequate
without showing the impact of our work on school report card data
places us at risk of being viewed as a poor use of financial resources.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Student Outcome Data

The shift from counting what we do to measuring
our impact on critical school-based data is most
powerful when we can explain and prove that our
work are necessary and successful interventions
needed to improve a child’s academic success.
 Example: Number of D’s and F’s for the seven students reduced
by 29% on the report card following the six small group
counseling sessions. (p. 137)
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Accountability and School Counselors

Accountability is:
 A means of assessing the impact of the
school counseling program on school
improvement
 Connecting our work to student outcome
data
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Today’s Children and the School Counseling Program
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Key Facts About American Children
Every second, a public school student is suspended
Each Day in America
18,493 public school students are suspended
Every 11 seconds, a high school student drops out
2,222 high school students drop out
Every 19 seconds, a child is arrested
4,435 children are arrested
Every 32 seconds, a child is born into poverty
2,692 babies are born into poverty
Every 40 seconds, a child is confirmed as abused or
neglected
2,175 children are confirmed as abused or
neglected
1,210 babies are born to teen mothers
377 children are arrested for drug crimes
202 children are arrested for violent crimes
Every minute, a baby is born to a teen mother
Every 4 minutes, a child is arrested for a drug offense
Every 7 minutes, a child is arrested for a violent crime
Every 18 minutes, a baby dies before his or her first
birthday
Every 45 minutes, a child or teen dies from an accident
Every 3 hours, a child or teen is killed by a firearm
Every 5 hours, a child or teen commits suicide
Every 6 hours, a child is killed by abuse or neglect.
32 children or teen die from accidents
9 children or teens are killed by firearms
5 children or teens commit suicide
4 children are killed by abuse or neglect
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Moving to an Accountability Mindset


Vision without action is meaningless. –Spinetta
Since the 1990’s school counseling has progressed from the
tradition of a responsive services focus to a proactive
programmatic system that is inexplicably integrated within
the mission of schools
 ASCA National Model
 Without a shift in thinking to the use of data to address equity issues, one
cannot realize the goals of the ASCA National Model.
 A Social Justice mindset is the mantra of the 21st century practice
 ASCA National Standards
 Encourages school counselors to think in terms of the expected results of what
students should know and be able to do as a result of implementing a standardsbased, CSCP.

Message: School Counselors are ideally situated in schools to
serve as social justice advocates to eliminate the
achievement gap and focus their efforts on ensuring success
for every student.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Accountability
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
The Accountability Quadrant answers the
question, “How are students different as a
result of the school counseling program?”
 An accountable CSCP includes the following:

 An alignment with the school Mission and School
Improvement Process
 Commitment to working with a critical data element
as part of program design and implementation
 Analyzing data
 Facilitating a Stakeholder’s Unification around goals
and delivery of strategies
 Monitoring results.
 Educating all about the results: administrators,
faculty, staff, students, families, and community
supporters
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Demystifying Data
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Why Use data?
• It improves our
programs and the
services for students
and families
• Students benefit from
it
• You probably already
have it
• Others are using it
• Makes us accountable
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Without Data ….
Absent from
School Reform
School
Counselor?
Peripheral to the Mission
and Function of Schools
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
“How are
With Data …
Key Players in
School Reform
School
Counselor?
Connected to the Mission
and Function of Schools
students
different
BECAUSE of
the school
counseling
program?“
School Counseling Program
University
UC
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data Data Everywhere
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Student – Achievement Data
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Standardized Test Data (Achievement, State, National)
GPA
Grade Point Averages
Student Surveys
Special Education
Drop-Out Rates
Graduation Rates
Retention Rate
SRI (Scholastic Reading Inventory)
Cascade Testing
Local School Testing
School Counseling Program
University
UC
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data Data Everywhere
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Achievement-Related Data
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Discipline referrals
Suspension Rates
Discipline
Anecdotal records/notes
Attendance rates
Parent involvement
Service Learning
Community Involvement
Extracurricular activities
Homework completion rates
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Asking the Right Questions

Making connections between the various data sets
will help us focus on what is most important.
 Examples:
 In our school, do student outcomes differ by demographics?
 In our school, what is the profile of a successful student? A failing
student? A dropout?
We then can use data to answer the questions that
count.
 Collaborative analysis can lead to collaborative
action.

School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data 101

The ASCA National Model describes three types of data usage:
 Process data confirms how many times an event occurred, for how long,
who was involved and how the event was conducted.
 “What you did for whom”
 Provides evidence that event occurred
 However, it does not provide any information as to how this strategy influenced
student success as a direct result of the school counseling program.
 Example: As part of the school counselor’s commitment to contribute to this
collaborating with teachers to improve grades, every 8th grade student participated
in six school counseling lessons that focused on organizational skills and study skills.
 Perception data is a snapshot in time that allows us to analyze changes in
attitudes, beliefs, or needs over time.
 Often collected as pre- and post- information, need assessments, or surveys.
 Snapshot in time that allows us to analyze changes in attitudes, beliefs, or needs
over time.
 Attitudes or Beliefs: 32% believe they will get an A or B in this class
 Competency Achievement (Skills): Every student in grades 9 – 12 completed an ILP
 Knowledge Gained: 90% of students demonstrated knowledge of college entrance
requirements
 Example: As a result of the school counseling lesson, students have the opportunity to
share their changes in attitude or organizing their notes in a new way.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data 101
 Results data shows impact and provides information to evaluate
programs.
 “So WHAT” data
 Hard Data/Application Data: Data either supports or does not support goals of
the program.
 Shows impact and provides information to evaluate programs
 Have your activities contributed to students’ ability to utilize the knowledge
attitudes and skills to effect behavior?
 Attendance
 Behavior
 Academic Achievement
 Example: As a result of these 6 classroom guidance lessons, have 90% of the 8th
graders improved their class work, handed in all of their homework, passed all
of their classes, and ultimately improved their scores on the state test?
 Which indicators do we monitor?
 How frequently do we do this?
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data 101

Qualitative (Language/Narrative) Data

Quantitative (Numerical) Data
 Case Notes
 Anecdotal observations
 Case Studies
 School Data Management Systems (Infinite Campus) are repositories of
demographic data that describes, in quantitative form:
 The student body
 The staff
 The community
 Studying demographic data provides insight into the profile of the
student body, and can also show changes over time.
 Demographic Data is often coupled with other achievements, attendance,
and behavior categories to further analyze which groups of students are
succeeding and which are struggling.
 Quantitative Data also includes (among others):
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Test scores
Discipline referrals
Retention rates
Course enrollment
Attendance
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data 101

Descriptive Data
 Creates a comprehensive picture that reveals important information for
interpretation and is the foundation for inquiry
 Purpose: To describe of summarize data in a parsimonious manner through the
use of:
 Central tendency (mean, median, mode)
 Variability (Range of an item – quartiles, quintiles, deciles, etc. – and standard
deviation)
 Relative position: can show percentile rank

Disaggregating Descriptive Data
 Provides a picture of sub-groups
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Ethnicity
Gender
SES
Teacher Assignment
 Sub-groups can also be linked to other factors such as:
 Gender and attendance
 Current grades
 Test scores
 Data reveals the dissonance between what people believe, or assume is
happening in schools, and reality.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Data 101

Longitudinal Data
 Patterns over time reveal information about student progress
both for the individual and for the groups.

Organizing Data
 Commercial programs
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
National Center for Education Statistics (Http://nces.ed.gov): Kids Zone
 Walks you through how to use, organize, and chart data.
EZ-Analyze: www.ezanalyze.com
SPSS
Infinite Campus
 Access, Excel, Create your own method
 Look for:
Pictures
Patterns
Gaps
 Questions:
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
What is positive in the data?
What opportunity gaps do you see?
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
The Power of Data

Data demonstrates how the school counseling
program is contributing to overall student progress
and student achievement.
 Data allows us to identify and eradicate practices that may be
deterring access to, or success in, higher-level academics.
 Data can be used to inform educators’ decisions, not replace
them.

Data: Friend or Pho-bia
 Data is a counselor’s best friend
 It provides new information that can be used to guide action.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Making Connections

Keep It Simple
 Similar to familiar KWL charts
 K: What I know
 I already know …
 W: What I want to know
 (I need to know...)
 L: What I Learned
 Who has, or can help me locate the additional information that I need?
 Large-scale (aggregated) data tells me only one part of the story. In
what ways can I disaggregate the data to look for ways of improving
achievement?
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Making Connections

The Next Steps
 System Support
 Understanding by Design process (Wiggins & Mctighe)
 Look at root causes of the problem, then take systemic actions to improve
the success rate of students
 Requires taking on multiple roles:
 Leader
 Advocate
 Manager of resources
 Consultant

From Perception to Reality
 Data gives your story a factual framework.
 No longer are we presenting perception: the descriptors in our
school-based stories are rooted in reality.
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Challenge or Opportunity: Carpe Diem!
 Using data to inform your thinking and the decisions
that you make about your school counseling
program will establish you as a school leader who is
committed to school improvement.
 Data can:
 Challenge attitudes
 Develop high expectations
 Deliver facts that support on-going quality career and
academic advising
 Alert us to enrollment patterns for rigorous academic courses.
 Impacts the instructional program.
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
Measure and Monitor What Matters

Accountability shows that all educators, especially
school counselors, intentionally act to close the
achievement gap.
 Social justice and accountability go hand in hand.
 Data brings attention to opportunities for school-wide
improvement through conversations and planning.
 Data provides guidance for program development and
implementation.
 School counselors who focus their school counseling program
efforts on moving data in a positive direction demonstrate a strong
commitment to sharing the responsibility and accountability for
student outcomes.
School Counseling Program
University
UC
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
How to Monitor

MEASURE: is a six-step accountability
process that helps school counselors
demonstrate how their programs affect
critical data, those components of a
school report card that are the
backbone of the accountability.
 MEASURE stands for:






Mission
Elements
Analyze
Stakeholders - Unite
Results
Educate
School Counseling Program
UC
University
Department of
Education
of the
Cumberlands
Reflective Constructors of Quality Learning Experiences Through Critical Thinking
This next generation of school
counselors is in a pivotal
position to help students and
wed academic rigor with
affective development, & thus
help close the information,
opportunity, and achievement
gaps. (Stone & Dahir, p. 241
School Counseling Program
UC
University
of the
Cumberlands
Department of
Education
References
Erford, B.T., (2010). Transforming the School
Counseling Profession. Upper Saddle River, New
Jersey: Pearson Education, Inc.
Stone, C.B. & Dahir, C.A. (2010). School Counselor
Accountability: A MEASURE of Student Success, 3/E.
Upper Saddle River, New Jersey: Pearson Education,
Inc.
UC
University
of the
Cumberlands
Department of
Education
For further questions ,
comments, or concerns, contact:
Susan R. Rose, Ph.D.
[email protected]
(502) 253-9859 Home
(502) 468-1480 Cell