V: Accountability
"School counselors should possess the knowledge, abilities, skills and attitudes necessary to monitor and evaluate the processes and results of a school counseling program aligning with the ASCA National Model."
Accountability is an integral component of the ASCA National Model for many reasons in that it provides the basis for data collection, evaluation and it allows school counselors to analyze how students are different because of the school counseling program. School counselors utilize student dat demonstrate the impact of the school counseling program on attendance and behaviors, achievement and determine what changes are necessary in the future. School counselor performance is evaluated based on their implementation of the ASCA National Model and how their students are benefitting as a result of the comprehensive program.
Before school counselors can effectively utilize the accountability component they must first understand the goals of their programs and how they relate to their schools mission. Carey and Dimmitt (2012) identified that school counselors must have clearly defined goals that align with state and local education objectives and create data-based interventions that reach their students needs. School counselors must evaluate their programs and make improvements as needed to ensure that students are meeting their standards for the academic, social and career competency areas. School counseling programs that demonstrate accountability align their school counseling programs’ mission with the mission of the school and school improvement plan. They must also commit to using data in their programs in both designing and implementing data and then analyze their data. Programs that demonstrate accountability include stakeholders in the goals of the program and the dissemination of the results of the interventions and programs (Stone & Dahir, 2011). Additionally, Young and Kaffenberger (2013) identified recommendations to assist school counselors in using data and accountability in their practice. They identified that school counselors should identify their program goals based on student data that are aligned with the schools mission. The goals of the program must be data driven, meaning that a gap is present in the achievement of students in a given school. To determine needs that exist within schools ASCA (2012) identifies that school counselors should create needs assessments to create interventions and programs to help meet students’ needs and work to close the achievement gap. Once a need has been identified, evidence-based interventions have been implemented the school counselor must be intentional in evaluating their programs effectives. ASCA (2012) recommends using three reports: closing-the-gap results report, small-group results reports and the school counseling core curriculum results report. Additionally, school counselors can utilize different types of data including process data, perception data and outcome data. Utilizing all three of these types of data allows counselors to understand the work they have done and the changes that are occurring in improving students academic, personal/social and career/college success (Chen, Ockerman & Mason, 2014). Young and Kaffenberger (2013) identified that school counselors need to use data to show how their programs are being utilized to close the gap for marginalized populations.
Successful implementation of the ASCA National model requires school counselor competencies in the following areas: utilizing information systems to monitor student performance, analyze student performance, analyze disaggregated student performance and evaluate data to close the achievement gap, develop and implement data based interventions, identify research –based practices, develop ways to measure and evaluate outcomes, evaluate their interventions, and conduct effective program evaluations (Dimmitt, Carey & Hatch, 2007). Once school counselors analyze and evaluate the data they must include and inform stakeholders in their plans and results of their interventions often and consistently (Young and Kaffenberger, 2013). Martin and Robinson (2011) stated that for school counselors to be accountable, change agents, they must be able to prove that they are eliminating barriers to student success and academic achievement through results. Providing data and evidence of students’ success as a result of the school counseling program garners support for ASCA approved school counseling duties that result in impacting students and leading to increased student success (Dodson, 2009). To ensure that school counselors are implementing the accountability component of ASCA, many models have been created to assess accountability and data driven decision-making. Two models that will be examined include the RAMP model (ASCA, 2012) and the MEASURE model (Dahir and Stone, 2003).
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.) Alexandria, VA: Author.
Chen-Hayes, S., Ockerman, M., Mason, E.C.M. (2014). 101 Solutions for School Counselors
and Leaders in Challenging Times. Thousand Oaks, CA. Sage Publications.
Dimmitt, C., Carey, J., Hatch, T. (2007). Evidence-Based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Dodson, T. (2009) Advocacy and impact: A comparison of administrators’ perceptions of the high school counselor role. Professional School Counseling. 12 (6), 480-487.
Martin, P. J., & Robinson, S. G. (2011). Transforming the school counseling profession. In B. T. Erford (Ed.), Transforming the school counseling profession (3rd ed., pp.1-18). Boston, MA: Pearson.
Young, A., & Kaffenberger, C. (2013). Making data work (3rd ed.). Alexandria, VA: American School Counselor Association.
Before school counselors can effectively utilize the accountability component they must first understand the goals of their programs and how they relate to their schools mission. Carey and Dimmitt (2012) identified that school counselors must have clearly defined goals that align with state and local education objectives and create data-based interventions that reach their students needs. School counselors must evaluate their programs and make improvements as needed to ensure that students are meeting their standards for the academic, social and career competency areas. School counseling programs that demonstrate accountability align their school counseling programs’ mission with the mission of the school and school improvement plan. They must also commit to using data in their programs in both designing and implementing data and then analyze their data. Programs that demonstrate accountability include stakeholders in the goals of the program and the dissemination of the results of the interventions and programs (Stone & Dahir, 2011). Additionally, Young and Kaffenberger (2013) identified recommendations to assist school counselors in using data and accountability in their practice. They identified that school counselors should identify their program goals based on student data that are aligned with the schools mission. The goals of the program must be data driven, meaning that a gap is present in the achievement of students in a given school. To determine needs that exist within schools ASCA (2012) identifies that school counselors should create needs assessments to create interventions and programs to help meet students’ needs and work to close the achievement gap. Once a need has been identified, evidence-based interventions have been implemented the school counselor must be intentional in evaluating their programs effectives. ASCA (2012) recommends using three reports: closing-the-gap results report, small-group results reports and the school counseling core curriculum results report. Additionally, school counselors can utilize different types of data including process data, perception data and outcome data. Utilizing all three of these types of data allows counselors to understand the work they have done and the changes that are occurring in improving students academic, personal/social and career/college success (Chen, Ockerman & Mason, 2014). Young and Kaffenberger (2013) identified that school counselors need to use data to show how their programs are being utilized to close the gap for marginalized populations.
Successful implementation of the ASCA National model requires school counselor competencies in the following areas: utilizing information systems to monitor student performance, analyze student performance, analyze disaggregated student performance and evaluate data to close the achievement gap, develop and implement data based interventions, identify research –based practices, develop ways to measure and evaluate outcomes, evaluate their interventions, and conduct effective program evaluations (Dimmitt, Carey & Hatch, 2007). Once school counselors analyze and evaluate the data they must include and inform stakeholders in their plans and results of their interventions often and consistently (Young and Kaffenberger, 2013). Martin and Robinson (2011) stated that for school counselors to be accountable, change agents, they must be able to prove that they are eliminating barriers to student success and academic achievement through results. Providing data and evidence of students’ success as a result of the school counseling program garners support for ASCA approved school counseling duties that result in impacting students and leading to increased student success (Dodson, 2009). To ensure that school counselors are implementing the accountability component of ASCA, many models have been created to assess accountability and data driven decision-making. Two models that will be examined include the RAMP model (ASCA, 2012) and the MEASURE model (Dahir and Stone, 2003).
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.) Alexandria, VA: Author.
Chen-Hayes, S., Ockerman, M., Mason, E.C.M. (2014). 101 Solutions for School Counselors
and Leaders in Challenging Times. Thousand Oaks, CA. Sage Publications.
Dimmitt, C., Carey, J., Hatch, T. (2007). Evidence-Based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Dodson, T. (2009) Advocacy and impact: A comparison of administrators’ perceptions of the high school counselor role. Professional School Counseling. 12 (6), 480-487.
Martin, P. J., & Robinson, S. G. (2011). Transforming the school counseling profession. In B. T. Erford (Ed.), Transforming the school counseling profession (3rd ed., pp.1-18). Boston, MA: Pearson.
Young, A., & Kaffenberger, C. (2013). Making data work (3rd ed.). Alexandria, VA: American School Counselor Association.