How To Pass A School Counseling Course

Transcription

1 Data, Data, Data: Designing, Implementing, Evaluating & Improving School Counseling Programs Online Course Syllabus Instructors Franciene Sabens, M.S. Ed., LPC, NCC Contacting the Instructor If you wish to contact your instructor regarding coursework or grading, you may do so by selecting the Members tab on the left side of the page. Click on the Admins button and select your instructor. On the following page, select the Send Message button on the right side of the screen. You may also the instructor. If you require assistance with regard to accessing and navigating this course, please send an to Course Description This course is designed to be taken in collaboration with the Use of Data in School Counseling Text (Chapters 3 and 4). It is an introduction to how school counselors and educators can begin to use data in designing, implementing, evaluating and improving school counseling and other programs in schools. Students who take this course will gain the following attitudes, knowledge, and skills: Attitudes Believe in the value of collecting data Believe using data can effect change in students Believe it is important to chart goals, objectives, and outcomes Believe it is important to disaggregate data Believe it is important for school counselors to be experts in certain data sets Believe it is important to use data to design interventions Knowledge Identify accessible sources of school data Identify achievement-related data Describe the purpose of data collection Compare and contrast process, perception, and results data Explain the ASK acronym Define immediate, intermediate, and long-range data Skills Locate data via online data resources Draw a visual that explains data linkages Create measurable outcome goals Draw the Hatching Results conceptual diagram Explain the conceptual diagram for intentional guidance Create the conceptual diagram for systems change Credit: One Instructor Methods and Course Design This course is designed to be cohort-based; discussions and activities will be conducted in forums allowing participants to discuss, share and collaborate. In addition to the required text, course goals will be met using a combination of discussions, activities, supplemental readings, and videos. Participants will have opportunities to discuss, reflect and put into practice new information. The instructor will monitor all discussions and offer feedback and coaching on activities.

2 How Does This Course Support The Iowa Core? Within this st century skill framework, learning skills have been identified for students to be successful and productive citizens. They are: critical thinking and problem solving; collaboration and leadership; agility and adaptability; initiative and entrepreneurialism; effective oral and written communication; accessing and analyzing information; and curiosity and imagination. This course provides educators with knowledge and strategies to identify accessible sources of data and use data to effectuate positive change for students, schools and communities. Data driven school counseling programs and interventions can lead to a potential increase in student achievement in all areas. Course Textbooks & Readings Hatch, T. (04). The use of data in school counseling: Hatching results for students, programs and the profession. Thousand Oaks, CA: Corwin. Suggested Readings American School Counselor Association. (03). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria,VA: Author. Notable Resources. National Office for School Counselor Advocacy (NOSCA). School Counselor s Online Professional Exchange (SCOPE) 3. The Center for Excellence in School Counseling and Leadership (CESCaL) Course Format This is an online class taught exclusively through Instructions regarding navigating the course can be found in the Data, Data, Data, Course Navigation document located in the Schoology course Introduction file. Course topics will be covered through readings, various individual activities, discussion groups, and instructional videos. Class Participation Your attendance and active participation in class are critical to your success in this course. Each student brings to the course a wealth of knowledge, experiences, and resources that will be invaluable as we examine the text. Outline, including Timeline and Learning Strategies This outline is designed on the suggested pace an online learner would take this course. Week Topic Time Summary The Use of Data in School Counseling Intro VIEW: Data, Data, Data Introduction.pdf minutes minutes VIEW: Data, Data, Data Introduction.mov minutes 30 minutes SHARE: Introductions 30 minutes hour TEST: Data Pre-Test minutes hour minutes SHARE: Pre-Test 30 minutes hour 4 minutes The Use of Data to Drive Interventions Introduction (Chapter 3: Lesson ) DISCUSSION: Discussion 3. hour hours 4 minutes ACTIVITY: Activity 3. 4 minutes 3 hours

3 30 minutes DISCUSSION: Discussion 3. hour 4 hours 30 minutes DISCUSSION: School Counselor Beliefs article hour hours 30 minutes 3 Types of Data & Disaggregation of Data (Chapter 3: Lesson ) WATCH: Video 3. 0 minutes hours 0 minutes ACTIVITY: Activity 3. hour 6 hours 0 minutes ACTIVITY: Activity minutes 7 hours 3 minutes DISCUSSION: Discussion 3.3 hour 8 hours 3 minutes 4 Setting Reasonable, Measurable Outcome Goals (Chapter 3, Lesson 3) ACTIVITY: Activity 3.4 hour 9 hours 3 minutes ACTIVITY: Activity 3. hour 0 hours 3 minutes Program Evaluation: Using Data to Evaluate Intervention (Chapter 4, Lesson ) DISCUSSION: Discussion 4.: Evaluation vs. Research hour hours 3 minutes WATCH: Video 4. minutes hours 0 minutes ACTIVITY: Activity 4. hour hours 0 minutes ACTIVITY: Activity 4. ASK to create behavior change 30 minutes 3 hours 0 minutes 6 Hatching Results Conceptual Diagrams, Changes in Data & Disaggregating Data (Chapter 4, Lesson ) READ: pages 8-9 in the text 30 minutes 3 hours 0 minutes WATCH: Video minutes 4 hours 0 minutes ACTIVITY: Activity minutes 4hours 0 minutes DISCUSSION: Discussion 4. hour hours 0 minutes TEST: Post-Test minutes hours 3 minutes EVALUATE: Data, Data, Data Course Evaluation minutes hours 40 minutes 3

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5 Grading Grades for this course will be determined by the quality of each student s work in all areas of the course and their competency in meeting each course objective through class assignments and participation. Coursework Participants can earn up to 880points total for the course. The following table depicts the breakdown of points possible for the required coursework Activity Points Pre-Test (Diagnostic) (0 points) 0 6 Discussions ( points each) 0 Share (0 points) 0 8 Activities (0 points each) 400 Post-Test (40 points) 40 Total 880 Grading Scale 00-90% ( points) A 89-80% ( points) B 79-70% (703-60) C 69-60% ( ) D 9% -below (99 and below) F Professional Behavior and Participation Ethical behavior is expected at all times in accordance with the ethics governing the school counseling profession. All students are expected to demonstrate a high level of professionalism in this course. It is expected that professionalism be demonstrated in all of the following ways: Students are expected to have completed all readings as assigned prior to completing Assignments or corresponding Discussions. Respectful behavior for your peers and instructor is expected. Although collaboration with peers is encouraged to discuss issues, topics, and to help study, you are expected to complete your work independently when individual assignments are given unless the instructor tells you otherwise. Academic Honesty and Integrity Academic honesty is mandatory. Students must appropriately cite and reference all resources used in completing their assignments - including materials from the web and those shared with students by their peers and instructors. Academic dishonesty will not be tolerated under any circumstances. Americans with Disabilities Act If you are a student with a disability and require any auxiliary aids, services, or other accommodations for this class, please see the instructor to discuss your accommodation needs.

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7 Grading Rubrics for Specific Course Requirements Discussion Forums (0 points possible) Discussion Forums are asynchronous ways to engage in class discussions. They require you to submit an answer to a question and respond to the posts of other peers. Because they are an integral part of reflecting, analyzing the text, and sharing ideas, discussion forums in this course comprise a significant percentage of your final grade. It s highly recommended that you read and respond to more than the required two peer postings because greater participation will facilitate a greater depth of understanding. Additionally, it s important to make posts in a timely manner to benefit from peer responses. Critical Thinking Grading Rubric for Discussions Makes connections to the other content and real life that are supported by reference(s) and example(s) Offers new ideas, connections, or applications Expresses and justifies personal opinion Discusses Overall Implications Points 3 Assignment Specific Criteria Addresses all parts of the assignment, cites sources Mechanics Participation (Responses to at least peer posts) Writing is clear, well developed, and organized, No or few grammar and spelling errors Responses state clearly supported opinion(s) Responses relate to the original post Responses ask questions or makes comments that further discussion or thought Total Points Possible Shares (0 Points Possible) The Shares serve as a more succinct method of assessment to demonstrate understanding. This is also a significant way to show participation. Shares are only utilized during week one for introduction and diagnostic reflection purposes. Critical Thinking Grading Rubric for Shares Makes connections to the other content and real life that are supported by example(s) Offers connections, or applications Expresses and justifies personal opinion Discusses Overall Implications Points Assignment Specific Criteria Addresses all parts of the assignment Mechanics Participation (Responses to at least peer posts) Writing is clear, well developed, and organized, No or few grammar and spelling errors Responses state clearly supported opinion(s) Responses relate to the original post 7

8 Responses ask questions or makes comments that further discussion or thought Total Points Possible 0 Activities: Resource List (400 points possible) The Activities are an important part of this course and make up the majority of your final grade. Through the Activities you will further explore the course content and create tools you can utilize in improving your school counseling program in an effort to better serve students and improve outcomes. Critical Thinking Grading Rubric for Activities Highlights any new knowledge gained as a result of research/course Offers new ideas, connections, or applications Expresses and justifies personal opinion Discusses overall implications Points 0 0 Assignment Specific Criteria Addresses all parts of the assignment, cites sources (if necessary) Mechanics Directions Writing is clear, well developed, and organized. No or few grammar and spelling errors Completes assigned specifics/length of assignment Completes assignment on time Total Points Possible 0 Pre-Test/Post-Test (0 points possible) Tests are fourteen multiple choice questions and based on the types of data school counselors utilize. Tests can only be attempted once and the score of that attempt is the final score. Ten points are earned for completing the pre-test (Diagnostic); 40 points are possible for the post-test (Final Exam). 8