Implications for training and practice

Presented ByGail Uellendahl, PhD, Calif. Lutheran UniversityDiana Stephens, PhD, Calif. Lutheran UniversityLisa Buono, MS, California Lutheran UniversityBob Tyra, Los Angeles County Office of Education

The Support Personnel

Accountability Report Card (SPARC)

What’s a SPARC?

• Developed in 2001 by the California Department of Education and Los Angeles County Office of Education

• Modeled from the School Accountability Report Card (SARC) in response to exclusion of Student Personnel contributions

• Continuous improvement document

• Tool to evaluate impact of entire family of student support services

What’s a SPARC?

• An open source, public document to be shared with all stakeholders

• Serves as a bridge between research and practice

• Supports the new paradigm of school counseling as part of school-wide leadership and educational reform

SPARC

Rather than answering “What do schoolcounselors do?” SPARCs help to answer “Howare students different because of what you do

asa coordinated student services program?”

(Tyra)

The SPARC ProcessApplications are

submitted annuallyInstructions and samples

available on-line at http://www.sparconline.net/

Limited to one page (both sides)

Must complete all six categories

Written in clear, jargon-free language

Must include student results data and be tied to national standards

No more than TWO writing errors

Required input from principals

Required sharing of results with stakeholders

Applications are peer reviewed

Awards are given in several categories

SPARC is continuously improved based on applicant and scorer feedback

Impact of SPARC

670 SPARC applications submitted since 2002369 schools have participated456 awards have been given Increased stakeholder awareness of

contribution of support services programsLegislators more knowledgeable about

impact of support services on student achievement

Impact of SPARC

Provides a tool for implementation and evaluation of school counseling models

Increased inclusion of support personnel in school-wide accountability efforts

Increased consideration for the importance of student support services for school improvement and educational reform

A Study of the 2008 SPARC Experience

• 235 SPARCs submitted• 137 awards given• 98 commendations• 29 First Steps• 53 Academy Awards• 26 Best in the West• 16 Diamond Best in the West• 13 Governor’s Trophies

Who Participated?

• 82 Districts• 23 Counties• 125 High Schools• 74 Middle Schools• 22 Elementary Schools• 1 Adult School• 13 Combination Schools• 5,953 Team Member Signatures

Procedures

• E-mails sent to 233 eligible participantsproviding a link to a web-based survey

• Survey was available on-line for 27 days

• Two follow-up email reminders sent to eligibleparticipants

• 146 respondents (65%) participated in the study

Instrument

The web-based Flashlight survey was created by members of the California Counselor

Educator Research Collaborative (CCERC) and Los Angeles County Office of Education

(LACOE)

Survey design:• 10 questions using a 5 point Likert scale • 2 multiple choice questions• 7 open-ended questions

Results

Scale:1 = Great Extent2 = Good Extent3 = Adequate Extent4 = Somewhat 5 = Not At All

Findings Suggest:Before the SPARC, there was adequate use of student outcomes data to evaluate programs. As a result of the SPARC process, there appears to be an increase in the collection of student outcomes data as well as in modifying student support programs.

Question Mean SD

Prior to applying for the SPARC award, to what extent was student outcome data used to evaluate the student support program at your school?

2.97 1.16

To what extent did the SPARC application process result in the collection of student outcomes data at your school?

1.85 .98

To what extent have you used the SPARC process and results to change, modify, or improve student support program activities or procedures at your school?

2.20 1.06

To what extent has the SPARC process led to an increased awareness about your student support programs among parents, teachers, administrators, and others?

2.08 1.07

Results

Scale:1 = Great Extent2 = Good Extent3 = Adequate Extent4 = Somewhat 5 = Not At All

Findings Suggest:•SPARC led to moderate systemic change

•SPARC led to moderate action research at school sites

QuestionMea

nSD

To what extent was the SPARC used to inform or modify system-wide policies, procedures, or programs at your site?

2.781.20

To what extent has the SPARC encouraged you to conduct action research projects at your site?

2.781.34

Results

Scale:1 = Great Extent2 = Good Extent3 = Adequate Extent4 = Somewhat 5 = Not At All

Findings Suggest:Limited exposure to the SPARC in graduate programs

QuestionMea

nSD

To what extent was SPARC discussed in

your graduate program?

3.99 1.16

Frequencies

Great Extent 23

Good Extent 7

Adequate 8

Somewhat 9

Not At All 89

Total 146

Additional Findings…

Participants who were exposed to the SPARC process in their graduate school programs were more likely to:• Collect student outcomes data• Use the SPARC process to modify programs• Use the SPARC process to inform systemic change

Further Results

Membership in Professional Organizations

• 95 participants (65%) are members of the American School Counseling Association

• 81 participants (55%) are members of the California Association of School Counselors

• Participants reported membership in 34 other professional organizations

Results

52 participants (36%)

Provided examples of how their graduate education program prepared them to

complete the activities required by

SPARC

Direct Experience with the SPARC Process

Introduced to SPARC, received training in class, required to complete SPARC project

Effective ways to Use DataCompleted action research projects

Knowledge of Comprehensive Counseling Programs

Developed skill in systemic thinking, learned the ASCA National Model, trained to consult

with stakeholders

Developing Affective SkillsLearned to be persistent, determined,

developed comfort, confidence in SPARC process

Results

84 participants (58%)

Identified AB1802 activities that

were incorporated into

their SPARC

Individual & Group MeetingsMeetings with at risk 7th-12th grade students &

parents after school, evenings, Saturdays

Parental OutreachHome visits, informational workshops

Intervention Programs andPrevention Strategies

Student success workshops, classroom visits, CAHSEE boot-camp registration, providing informational workshops A-G requirements

Use of DataShow improvement in CAHSEE pass rates,

graphs to display pre-post results of all programs

Results

55 participants (27%)

Described action research activities

that were planned or begun as a result of the SPARC process

Collaborative PartnershipsImplementing guidance lessons in classrooms,

building comprehensive programs

Developing & ImplementingNew Programs

Using solution-focused methods & strategies to reduce Ds, Fs, & Incompletes;

implementing whole school programs

Evaluating & AnalyzingPrograms

Data analysis of surveys re: Challenge Day, Peer Helper; Data on improvement in A-G

requirements

Systemic ChangesDistrict-wide commitment to use results of

Healthy Kids Survey to guide decision-making; Use of Zoomerage.com survey re:

effectiveness of campus-wide program

Results

77 participants (53%)

Described reactions from

the broader community

69 reported positive responses:• Our school board was thrilled• Our accreditation team was highly

impressed• The superintendent was really amazed• Parents were excited to learn of the

resources available• Our Congressperson was impressed enough

to make the award presentation• Our WASC team was very impressed, it

helped our school when developing our self study and action plan

5 reported there were no responses

3 reported unfavorable responses:• Indifference; too wordy

Results

73 participants (50%)

Provided additional comments about how the SPARC process has influenced their

student support programs and

activities

60 positive responses:• Many reported the SPARC process

“motivated the counselors”, they became “more involved, organized, rejuvenated, more confident”.

• It “brought us together district wide” and “validates what we do”.

• “We became more proactive and less reactive”.

• “It helped us advocate for counseling positions”

• “The process of the SPARC is the true value…the time and work is worth it”

13 unfavorable responses:• Unfavorable comments primarily addressed

concerns about the scoring process, suggesting more meaningful feedback, and training

Implications

SPARC• Is a useful tool for assessing the impact of

school counseling and other support programs on student outcomes

• Encourages the use of student data for school improvement

• Places school counselors at the center of school-wide assessment and leadership

Implications

Serves as a vehicle for informing stakeholders

Encourages the incorporation of “action researcher” into the professional identity of school counselors

Can contribute to the assessment of school counseling models

Recommendations

School Counselors• Start with what you are already doing and

begin collecting data• Use AB1802 activities to collect and assess

student outcomes data• Compare outcomes between those served and

those eligible but not served• Present findings to stakeholders• Submit a SPARC!

Recommendations

Counselor Educators

• Introduce SPARC in both academic and field courses

• Nurture skills and create assignments that include action research

• Require action research during practicum and field studies

Recommendations

• Collaborate with school districts on accountability efforts and write grants to link theory with practice

• Conduct in-service workshops for professionals who did not receive training in accountability

• Coordinate educational experiences with Teacher Preparation and Educational Administration/Leadership programs

“If we could first know where we are, and whither we are tending, we could better judge what we do, and how we do it”

~ Abraham Lincoln