lighting the way: ri, wi & ca ignite school counseling accountability barbara crudale, bob tyra,...
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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
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Is This Familiar?
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“The World is Flat”
You can share 10 essential factors about your school counseling program and student support team via the Internet.
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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
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Principal’s Comments
Key Question: To what extent does the administration support the
implementation of a comprehensive, results-based student support program?
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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)
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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?
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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)
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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?
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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)
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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?
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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.
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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?
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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
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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?
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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)
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Measurements
Key Question: To what extent does your counseling and student support
program use assessment instruments to help students or modify programs?
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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
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Volunteer Involvement
Key Question: How are volunteers involved in your counseling and
student support program?
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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)
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Focus for Improvement
Key Question: What are the primary objectives your counseling and student support program plans to accomplish
within the next year?
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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)
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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?
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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
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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
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SPARC Contacts
Bob Tyra, Project Director, Los Angeles County Office of Education
Barbara Crudale, Immediate Past President, RISCA
Steve Schneider, President, WISCA
Belinda Wilkerson, Past President, RISCA
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
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Not everything that is faced can be changed, but nothing can be changed
until it is faced.
James A. Baldwin