Accountability and the Role of StakeholdersStudent Services Advisory Council Spring Meeting

May 30th, 2017By Lisette Dobson

Stakeholders Collaborate

Let’s work together to create a supportive environment that

supports the development of all our

students

Teachers and school staff

Parents

and Community

Students

Accountability

n Accountability is a critical element of a school-counseling program and seeks to answer the question: How are students different as a result of the school counseling program?

n The collection and analysis of data are necessary to support and link the school counseling program to student achievement (Blum & Davis, 2010).

Accountability Bridge Model

n The Accountability Bridge Counseling Program Evaluation model serves as a practical conceptual foundation for directing the evaluation of our counseling programs and services (Astramovich & Coker, 2007). It is a continuous process of student needs driving creation of programs, evaluation, refinement and accountability.

n It is composed of two reoccurring cycles that represent a constant refinement of services based on stakeholder feedback, outcomes and the needs of those served.

Accountability Bridge

Needs Assessment

n Every year we look to improve and/or increase counseling programs and services in order to help our students reach their potential both in academics as well as in their career and personal/social development.

n In order to do this, our counseling department embarks on a comprehensive needs assessment and a review of our counseling program and services.

Moving from Needs Assessment to

Program Implementation

A Summary

Program Implementation

n Small Groups:

n Divorce Groupsn Grief Groupn Organizational Skills

n Girls Empowerment/self-esteem

n Academic Achievement/College/Career Readiness

n Mentor Program

n Core Curriculum:

n Student Orientationsn Values Matter Miami

(Nearpod lessons)

n Bullying/Cyberbullying Unit

n College/Career Readiness

Moving from Implementation to

EvaluationOutcome Assessments

Outcomes Assessment

n Professional school counselors analyze outcome data to guide future action and improve future results for all students.

n Final data is collected, and all program data is analyzed to see the actual effectiveness of delivered interventions and programs.

n Program evaluation that occurs at the end is called outcomes assessment. It includes evaluation of the program, evaluation of the personnel, and evaluation of results. As programs and services are completed, outcomes assessments will show if objectives have been met.

Update on Program Goals n ATTENDANCE GOAL

n By June 8th, 2017, our attendance rate will increase by 1% from 95.74% in the 2015-2016 school year to 96.74% or more in the 2016-2017 school year.

n BEHAVIOR GOAL

n By June 8th, 2017, the number of discipline-based referrals involving “instigative behaviors and confrontations with another student” will decrease by 25% from 8 students in the 2015-2016 school year to 6 students in the 2016-2017.

n ACADEMIC GOAL

n By June 2017, the number of sixth to eighth grade students receiving a 1.5 or below GPA in one or more academic classes will decrease by 25% from 49 students at the end of the 1st semester to 37 or fewer students at the end of the 2ndth semester (final grade).

Description 2016-17 2015-16 2014-15South Region 95.25% 91.84% 90.45%Herbert A. Ammons Middle School

97.79% 95.74% 95.28%

The Main Outcome of Evaluating Our Program

n By evaluating their services and programs, school counselors can make sure that their activities and their efforts are effective in making a difference for the students (Dimmit, 2009). Evaluation results allow us to continually improve programs and services to ensure the most effective and efficient use of resources for the greatest impact.

n By continually combining your feedback as stakeholders, with the outcomes and needs of the students that we serve, we can ensure that our program is relevant and effective; and that our school environment supports the development of all our students.

References

n Astramovich, R. L. & Coker, J.K. (2007, Spring). Program evaluation: The accountability bridge model for counselors. Journal of Counseling & Development, 85, 162-172.

n Blum, D.J., & Davis, T.E (2010). The School Counselor’s Book of Lists. (2nd ed.). Sn Francisco, CA: John Wiley & Sons.

n Dimmitt, C. (2009, Aug). Why evaluation matters: Determining effective school counseling practices. Professional School Counseling,12 (6), 395-400.