Cobb Keys School Counselor Annual Evaluation Instrument Glossary of Terminology

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1 Cobb Keys School Counselor Annual Evaluation Instrument Glossary of Terminology Accountability System Allows school counselors to measure impact of the school counseling program on students. Achievement Data Data that reflect the academic learning and progress of students. Examples: Passing rates for state achievement tests Standardized achievement data (GHSGT, CRCT) SAT and ACT scores Grade point averages Drop-out rates Graduation rates Advanced Placement scores Completion of college prep courses College acceptance rates Achievement Related Data Data that reflect growth in areas related to academic achievement. Examples: Course enrollment patterns Discipline referrals Suspension rates Attendance rates Parent/guardian involvement Extracurricular participation Homework completion rates Advisory Council A representative group of persons appointed to both advise and assist the school counseling program within a school district. Suggested members: Teachers Administrators Parents Students Community members Other educators Business members American School Counselor Association (ASCA) National Standards A published statement of intended outcomes developed by ASCA. Beliefs Statements Statements that serve as the foundation of a comprehensive school counseling program. Belief statements are part of the school counseling philosophy statement. 1

2 Closing the Gap Action Plan The plan for activities that are designed to close identified gaps in achievement between groups of students. The plan should include grade level, intended impact on academic, behavior, or attendance, ASCA student competency, ASCA domain/standard, type of activity to be delivered, resources needed, projected number of participants (process data), evaluation method (perception and results data), and project start/end dates. A template is provided. Closing the Gap Results Report Reports the outcomes of Closing the Gap activities. The report should include the purpose of the activity, grade levels, domains, duration of the activity, project start/end dates, number of participants, procedures, results (perception and results data), summary and conclusions and future steps. A template is provided. Competency A measurable statement about what students should be able to do. Comprehensive School Counseling Program A school counseling program that is standardsbased and data-driven; it includes a curriculum focused on the academic, career, and personal/social development of students. All students, from kindergarten through grade 12, are served through a delivery system of classroom guidance, small group, and individual counseling. A comprehensive school counseling program is preventive in design and contains a foundation, delivery system, management system, and accountability system. Consultation Discussions between counselors and parents/guardians, teachers, other staff, outside agencies, or other educators regarding strategies to assist students and their families. Crisis Counseling Provides prevention, intervention, and follow-up. Counseling and support are provided to students and families facing emergency situations. Delivery System Addresses HOW the school counseling program will be implemented. The delivery system includes Guidance Curriculum Individual Student Planning Responsive Services System Support Departmental Calendar Calendars that are developed by the school counseling team that reflect the delivery of the school counseling program by all members of the team. District Protocols for Crisis Response See the Cobb County School District Crisis Response Manual. Domains Broad developmental areas addressed through the school counseling standards and competencies. The domains are Academic Domain Career Domain Personal/Social Domain 2

3 Fair Share Duties Duties that align with and are equal in amount to duties provided by other educators on the school site. Formal Methods of Program Evaluation Evaluations that may include the school climate survey, ASCA program audit, Recognized ASCA Model Program (RAMP) application, and School Counseling Program Implementation Survey (SCPIS). Foundation Framework outlining what every student will know and be able to do as a result of the school counseling program. The foundation includes Beliefs and philosophy Mission Domains Standards of the school counseling program Guidance Curriculum Consists of a written instructional program that is comprehensive in scope, preventive and proactive in nature, developmental in design, coordinated by school counselors and delivered by school counselors and other educators. It is planned, ongoing and systematic and includes a clear explanation of the scope and sequence of its units of instruction. The curriculum is delivered through Classroom instruction Interdisciplinary curriculum development Group activities Parent workshops Guidance Curriculum Action Plan Consists of structured, developmental lessons and activities designed to assist students in achieving competencies. The purpose is to provide all students the knowledge and skills appropriate to their developmental background. A template is provided. Guidance Curriculum Results Report - Reports the outcomes of Guidance Curriculum activities. The report should include the purpose of the activity, grade levels, domains, duration of the activity, project start/end dates, number of participants, procedures, results (perception and results data), summary and conclusions and future steps. A template is provided. Individual Student Planning Consists of school counselors coordinating ongoing systemic activities designed to help individual students establish personal goals and future plans. These activities can be delivered on an individual basis, small groups, or advisement groups. Informal Methods of Program Evaluation Evaluations that may include needs assessments, pre-post surveys or parent, student, teacher satisfaction surveys. Intentional Guidance Activities The activities that are designed to close identified gaps in achievement between groups of students. 3

4 Management System Addresses WHEN, WHY, and ON WHAT AUTHORITY the school counseling program will be implemented. The management system includes Partnership agreement Advisory council Action plans Calendars Mission Statement Describes the program s purpose and provides the vision of what is desired for every student. Partnership Agreement The agreement between the school counselor and administration that includes statements of responsibilities specifying the program results. The agreement also includes areas of program responsibility. Peer Facilitation Students who are trained as peer mediators, conflict managers, tutors and mentors. Perception Data Conveys what a student believes, knows, or can demonstrate as a result of a lesson or activity. Example: 95% of student can identify bullying behavior. 89% of students believe smoking is hazardous to their health. Philosophy Statement An agreed upon set of guiding principles individuals follow when implementing the school counseling program. The philosophy statement addresses Beliefs that drive the program Values Principles that guide professional contributions Professional conduct Commitment to professional growth Source of collective power Process Data Data that reports how, what, where, when, how many. Example: 320 students participated in five, 45 minute sessions over six weeks. All juniors were seen on an individual basis. Responsive Services Consists of activities to meet the immediate needs or concerns of students and families. Responsive serves are delivered through Consultation Individual counseling Small group counseling Crisis counseling Referrals Peer facilitation 4

5 Results Data Provides proof that the activity either has or has not positively influenced the students ability to use attitude, skills, or knowledge to change their behavior. Results are reported in the areas of achievement related or achievement data. Example: Graduation rates improved by 20%. The number of students taking AP classes increased by 15%. SCAATAP School Counselor Accountability and Task Analysis Program software. School Counseling Program A program with a recognizable subsystem of the school that has both an organized set of interventions, curriculum activities and services designed to accomplish specified goals and professional decision-making structures in place to plan, manage, and evaluate its work. School Counseling Program Audit An audit conducted by the school counseling team that evaluates present functioning, guides future action, and improves future results. A template is provided. School Counseling Program Goals Measurable statements about a desirable state toward which the program is willing to devote its resources. Goals can be student-focused or program-focused. Example: The tenth grade retention rate will decrease by 10%. (student-focused). School counselors will spend 35% of their time in classroom guidance. (program-focused) System Support Consists of management activities that establish, maintain and enhance the total school counseling program. System support is provided through Professional development Consultation, collaboration, teaming Program management and operations Types of Data Process, perception, results. Transitional Activities Activities that assist students with adjustment to new grade levels and/or new schools. 5

6 References American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author. American School Counselor Association. (2004). The ASCA National Model workbook. Alexandria, VA: Author. Dimmitt, C., Carey, J., & Hatch, T. (2007). Evidence-based school counseling. Thousand Oaks, CA: Corwin Press. Education Trust. (2005). Transforming school counseling initiative (TSCI). Retrieved from School+Counseling Young, A. & Kaffenberger, C. (2009). Making data work (2 nd ed.). Alexandria, VA: American School Counselor Association. Acknowledgements Counselor Advisory Team Mark Baker, Hollydale Elementary School Lisa King, Blackwell Elementary School Tanyika Butler, Floyd Middle School Jackie Medley, South Cobb High School Mary Cain, Lewis Elementary School Colleen Morich, Tapp Middle School Joy Chanin, Simpson Middle School Ty Oliver, Riverside Intermediate School Jeannie Collins, Barber Middle School Candace Pearce, Dickerson Middle school Nakia Harrison, Norton Park Elementary Anthony Pearson, Sky View Elementary Julie Hartline, Campbell High School Ann Rives, Lassiter High School Dawn Haskett, Blackwell Elementary Dawn Robinson, Argyle Elementary School Mildred Howard, Belmont Hills Cinde Santner, Campbell Middle School Diana Huntzinger, Sprayberry High Susan Strickland, Harrison High School Della Jones, Pitner/Baker Elementary Sonia Wilcox, Harrison High School, 6