School Counselor Accountability
Student Counselor Accountability
Amy Gill
Lamar University
Student Counselor Accountability The ASCA National Model supports the significance for accountability by including it as one of the crucial elements which offer structure and framework for the school counselor and counseling program (ASCA, 2005). The element of accountability, under the ASCA National Model, includes the program audit, school counselor performance evaluation, and results reports. Examining the data acquired through these forces permits counselors to assess the efficiency of the program. Achievement data, attainment or access data, and school culture and climate data are the three types of data that is most widely used in a school counseling program.
Achievement Data “Achievement data generally target learning outcomes, such as grades and performance and standardized test scores” (Dollarhide & Saginak, 2012, p. 110). The ASCA National Model outlines a variety of methods that can be used in order to obtain this data. One method defined is the Results Report, which aligns with results data. The Results Report collects data is recorded and distributed to administrators, parents, and teachers in order to be disaggregated and reviewed in order to evaluate program effectiveness and areas that need improvement (Dollarhide & Saginak, 2012, p. 116). The Results Report includes components such as grade level, lesson content area, curriculum and materials used, process data, short-term perception data, intermediate and long-term results. One thing to realize is that achievement data comes in forms other than standardized test data.
Attainment or Access Data “Attainment or access data take in students’ movement through the educational system, such as enrollment, retention, promotion, postsecondary and transitional patterns, and special programming for special education, gifted, and talented students” (Dollarhide & Saginak, 2012, p. 110). For counselors, attainment data
Amy Gill
Lamar University
Student Counselor Accountability The ASCA National Model supports the significance for accountability by including it as one of the crucial elements which offer structure and framework for the school counselor and counseling program (ASCA, 2005). The element of accountability, under the ASCA National Model, includes the program audit, school counselor performance evaluation, and results reports. Examining the data acquired through these forces permits counselors to assess the efficiency of the program. Achievement data, attainment or access data, and school culture and climate data are the three types of data that is most widely used in a school counseling program.
Achievement Data “Achievement data generally target learning outcomes, such as grades and performance and standardized test scores” (Dollarhide & Saginak, 2012, p. 110). The ASCA National Model outlines a variety of methods that can be used in order to obtain this data. One method defined is the Results Report, which aligns with results data. The Results Report collects data is recorded and distributed to administrators, parents, and teachers in order to be disaggregated and reviewed in order to evaluate program effectiveness and areas that need improvement (Dollarhide & Saginak, 2012, p. 116). The Results Report includes components such as grade level, lesson content area, curriculum and materials used, process data, short-term perception data, intermediate and long-term results. One thing to realize is that achievement data comes in forms other than standardized test data.
Attainment or Access Data “Attainment or access data take in students’ movement through the educational system, such as enrollment, retention, promotion, postsecondary and transitional patterns, and special programming for special education, gifted, and talented students” (Dollarhide & Saginak, 2012, p. 110). For counselors, attainment data