Description
Landscape of the School Counseling Profession and the Importance of Assessment & Data Collection History of School Counseling Importance of Data Collection School Counseling 21st Century & Social Justice School Counseling Multi-Tiered Systems of Support Multi-Tiered, Multi-Domain Systems of Supports Professional Development The Process of Assessment and Data Collection Relevance of Assessment and Data Collection Purpose of Assessment Process of Data Collection Best Practices for Successful Data Collection Legal and Ethical Considerations Conclusion Assessing the Development, Implementation, & Management of Your Comprehensive School Counseling Program Approaches to Comprehensive School Counselor Programs Self-Assessment Assessment Related to the ASCA National Model Conclusion Assessments to Support Data-Driven Direct Services Assessments Influence on Delivery of Services Assessments to Address the Academic Domain Assessments to Address the Career Domain Assessments to Address the Social-Emotional Domain Conclusion Data-Driven School Counseling Through Informal Assessment Needs Assessments and Program Evaluation Participation Data Mindsets & Behavior Data (Formerly Known as Perception Data) Outcome Data Pre-post Tests Conclusion Using Technology & Accountability Reports to Promote Your Comprehensive School Counseling Program Accountability Comes in Many Forms Tools to Aid in Data Collection Approaches to Documenting Your Accountability Best Practices for Showcasing Your Efforts Conclusion Appendix A Figures and Charts Appendix B Frequently used Acronyms
Sandra (Sandi) Logan-McKibben, PhD, NCC, NCSC, ACS, BC-TMH is a Clinical Assistant Professor and the School Counseling Track Coordinator at Florida International University. Prior to earning her doctorate, she worked as an elementary and middle school counselor in Southern California, was the district-level Tobacco Use, Prevention, and Education (TUPE) Coordinator, and was a site supervisor for practicum and internship students. Working with a caseload of over 1,200 students split across multiple school sites, she has plenty of experience with overcoming challenges and barriers within the field. She understands the importance of developing and implementing a data-driven, comprehensive school counseling program. Her scholarly interests include school counseling supervision, school counseling leadership, and data-driven decision-making. Additionally, she has contributed to multiple editorial boards as a peer reviewer for Teaching & Supervision in Counseling, Journal of Specialists in Group Work, and The Professional Counselor. She has served in multiple leadership roles with state and national counseling associations including California Association of School Counselors, Chi Sigma Iota International, and is past Assistant Chair for the Board of Directors of the Florida School Counselor Association. She has earned notable awards including Chi Sigma Iota International's Outstanding Doctoral Student, Florida Counseling Association's Member of the Year, and Florida School Counselor Association's School Counselor Advocate of the Year. Dr. Logan-McKibben has taught undergraduate courses in family-school collaboration and stress & anxiety management, as well as Master's and doctoral-level courses in counselor education and supervision. Currently, she is Co-PI for a USDOE-OSEP collaborative training grant ($2,250,000) designed to improve collaboration and strengthen professional development opportunities for school counselor and school interventionist trainees. Jenna Marie Alvarez, PhD, LSC, LPC is an Assistant Professor-Educator and the School Counseling Track Coordinator at the University of Cincinnati. Prior to earning her doctorate, she worked as an elementary school counselor in Central Ohio. While there, she had a caseload of approximately 600 students and was the sole school counselor for her building. Her experiences include a schoolwide reading program that utilized a registered therapy dog to help emerging readers build skills and reduce anxiety. Additionally, she created multi-grade level leadership teams to promote student leadership and student collaboration. Prior to becoming an elementary school counselor, she worked as an intervention specialist at the middle school and high school within the same district where she became a school counselor. Her research interests focus on professional school counseling with the hopes of decreasing the achievement gap for marginalized students. Dr. Alvarez achieves this goal through research collaborations that contribute to evidence-based practices that are applicable and accessible to school counselor practitioners. Specifically, her research has examined the role of school counselor trainees who work with students with disabilities. She has expanded her research to explore the overall impact of trauma on students and the effectiveness of trauma-informed care as it relates to the school counselor role. Her commitment to creative teaching was recognized with the 2020 University of Cincinnati CECH Golden Apple for Teaching Award for Counseling Education. Dr. Alvarez has taught master level courses for both school and mental health counselor trainees in counselor education. Additionally, she is a licensed mental health counselor with community and hospital internship experience. She serves as a peer reviewer for the Journal of School Counseling (JSC) and the Journal of College Counseling (JCC).