lighting the way: ri, wi & ca ignite school counseling accountability barbara crudale, bob tyra,...

Lighting the Way: RI, WI & CA Ignite School Counseling Accountability

Barbara Crudale, Bob Tyra, Steve Schneider & Belinda Wilkerson

ASCA National ConferenceAtlanta 2008

Support Personnel Accountability Report Card

A continuous improvement document developed by the California Department of Education and Los Angeles County

Office of Education

3

Is This Familiar?

4

“The World is Flat”

You can share 10 essential factors about your school counseling program and student support team via the Internet.

5

SPARC Categories

Principal’s Comments Student Support Team

PersonnelSchool Climate/SafetyStudent ResultsCommunity

Partnerships/Resources

MeasurementsVolunteer InvolvementFocus for ImprovementKeeping You InformedMajor Achievements

Five Key Components of SPARC

Principal’s Comments Student Support Team PersonnelSchool Climate/SafetyStudent ResultsCommunity Partnerships/Resources

7

Principal’s Comments

Key Question: To what extent does the administration support the

implementation of a comprehensive, results-based student support program?

8

Principal’s Comments

Statement of support for implementation of the ASCA National Standards for School Counseling Programs

Emphasis on the vital role of the student support personnel team in academic success and school safety

ASCA Model Applications

Management Agreements

(Page 46)

9

Student Support Personnel Team

Key Question: To what extent do the members of your counseling and student support team provide a

coordinated support network for students?

10

Student Support Personnel Team

Represent the inclusive nature of the student support personnel team Profiles highlighting the education,

experience, and qualifications of the student support personnel team

Role of school counselors in the design, coordination, implementation and evaluation of the student support system

ASCA Model Applications

Delivery System (Page 39)

Mission/Beliefs (Page 27)

Use of Time (Page 55)

11

School Climate and Safety

Key Question: To what extent is the school safer and a more conducive

place to learn as a result of your counseling and student support

program?

12

School Climate and Safety

Lead paragraph on relationship of student support system to overall climate and safety

Graphic representations of school climate and safety data (minimum of two)

Written explanation of each graphic representation

ASCA Model Applications

Delivery System

(Page 39)

13

Student Results

Key Question: What data can you provide to show how students are

different as a result of your counseling and student support program?

14

Student Results

Lead paragraph on importance of student results and relationship to National Standards

Graphic representations of data (minimum of three)

Written explanation of each graphic representation

ASCA Model Applications

Use of Data (Page 49) Action Plans

(Page 53)

Results Reports (Page 59)

Data Collection

• Rhode Island: School Accountability for Learning & Teaching

(SALT) surveys from parents, teachers, studentsCenter for School Counseling Outcomes Research

(CSCOR), UMASS• Wisconsin:

Wisconsin Information Network for Successful Schools which contains data collected by the state for each school.

15

16

Community Partnerships/Resources

Key Question: Who are your community partners and resources, and how do they

work with you to help students in the areas of academic, career, and personal/social

development?

17

Community Partnerships/Resources

Lead paragraph on the importance of partnerships and how your program works with them

Listing of partnerships/resources by domain (academic, career, and personal/social)

ASCA Model Applications

System Support (Page 43)

Five Additional SPARC Components

Major AchievementsMeasurementsVolunteer InvolvementFocus for ImprovementKeeping You Informed

19

Major Achievements

Key Question: What activities, programs, or modifications has your

counseling and student support program implemented that made a positive difference at your school?

20

Major Achievements

Describe how the student support system is related to the achievement being cited

Report on last year’s Focus for Improvement items (2nd year SPARC)

ASCA Model Applications

System Support

(Page 43)

Use of Data

(Page 49)

Results Reports

(Page 59)

21

Measurements

Key Question: To what extent does your counseling and student support

program use assessment instruments to help students or modify programs?

22

Measurements

Explanation of each measurement administered

Explanation of how reviews of surveys, assessments, and evaluation data are incorporated into management and responsiveness of program

ASCA Model Applications

Use of Data

(Page 49)

Collaborative Goal Setting

• Become part of (or create) a building data review committee

• Use data to identify the achievement gaps

• Seek agreement from administration that any new goals fit with the building action plan

• Join the school improvement team

• Present student results to the local school board/committee

• Work with the Parent – Teacher Association

23

24

Volunteer Involvement

Key Question: How are volunteers involved in your counseling and

student support program?

25

Volunteer Involvement

Minimum of two volunteer activities directly related to student support service

Invitation to families to become more involved with your student support system

Contact name with phone number and email of person to contact about becoming involved

ASCA Model Applications

Advisory Council (Page 47)

26

Focus for Improvement

Key Question: What are the primary objectives your counseling and student support program plans to accomplish

within the next year?

27

Focus for Improvement

Lead paragraph on commitment to improvement and link to school improvement plan

Identification of needs from surveys, assessments, community feedback, an evaluation data

Prioritization of areas of improvement

ASCA Model Applications

Use of Data(Page 49)

Advisory Council(Page 47)

Program Audit (Page 65)

Results Reports(Page 59)

28

Keeping You Informed

Key Question: What languages and media (print, electronic, etc.) are used

to keep your school community informed about the counseling and

student support program?

29

Keeping You Informed

A variety of methods your school has to keep the school community informed

Efforts to provide material in the primary language(s) of your students’ families

Sharing information with faculty, administration, and the local school committee

ASCA Model Applications

Calendars (Page 57)

Individual Student Planning (Page 41)

Responsive Services (Page 42)

Moving School Counseling Programs Forward

• CA: SPARCs delivered to the governor in support of school counseling legislation

• RI: SPARCri submitted to RI Department of Education Annual Commissioner’s Review

30

31

Keeping School Counseling Programs Current in Wisconsin

• The SPARC-W is a dynamic document that can change from year to year

• The Wisconsin School Counselor Assoc. maintains the scoring rubric, and annually determines what, if any, new components are added.

• Wisconsin is one of 6 states that is a 21st Century Skills Partner. We are discussing adding a 21st Century Skills “bonus” to the scoring rubric.

• School counseling programs that complete the SPARC-W process can be confident that they have included data that will resonate with other leaders in education in the state

32

SPARC Contacts

Bob Tyra, Project Director, Los Angeles County Office of Education

tyra_bob@lacoe.edu

Barbara Crudale, Immediate Past President, RISCA

bjcrudale@cox.net

Steve Schneider, President, WISCA

steve498@charter.net

Belinda Wilkerson, Past President, RISCA

bwilkers@providence.edu

Resources

Los Angeles County of Educationwww.sparconline.net

RI Department of Education – Infoworks SALT Reports

www.ride.ri.govNational Center on Public Education and Social

Policywww.ncpe.uri.edu

34

Not everything that is faced can be changed, but nothing can be changed

until it is faced.

James A. Baldwin