Accountability Flashcards
Accountability - Evaluation answers the question…
…how are students different as a result of the school counseling program? How was the school affected?
Use accountability strategies
to monitor student achievement, continually evaluate and improve school counseling program, demonstrate the impact their program is having on students
3 elements
data analysis, program results, evaluation and improvement (formerly results reports, program audit, school counselor performance standards)
Data analysis - purpose
inform decisions about the school counseling program, gives information about student needs and school/community trends. part of end-of-year evaluation and goal setting for next school year.
School Data Profile Analysis
summary of school’s achievement, attendance, behavior and safety record over a multiyear period - understand trends at school. can identify gaps and needs for change.
Use of time assessment analysis
How school counselors’ time is spent - how close to suggested percentages? Are selected delivery methods and strategies most effective use of time to meet student needs?
Program results - purpose
evaluate programs for effectiveness (extent of change in student learning and behavior) and make decisions about program improvement/goal setting; also use results to promote systemic change
3 types of results reports
curriculum results report, small group results report, closing-the-gap results report (based on action plans, evaluate impact of action plans)
3 types of data
process, perception, outcome data
process data
what did you do for whom? evidence that an event occurred (# of participants, # of times intervention took place)
perception data
what do people think they know, believe or can do? surveys, self-report of attained competencies, changes in beliefs/attitudes, perceived changes in knowledge
outcome data
so what? shows impact of an activity or program; collected from multiple sources - achievement, behavior, attendance, school safety
Sharing results
important for stakeholders’ understanding of school counseling program; helps promote work of school counselors
Correlation is not causation
changes in students’ knowledge, attitudes, skills, or behavior may be the result of numerous factors; program or intervention contributes to outcome, but not sole cause.
4 elements of Evaluation and Improvement
self-analysis of strengths and areas of improvement of school counselor competencies assessment; self analysis of program strengths and areas of improvement of school counseling program assessment; evaluation/appraisal of school counselor’s performance by administrator; review of program goals from beginning of school year
