Accountability: a M.E.A.S.U.R.E of the impact school counselors have on student achievement.All educators, including school counselors A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. , must share accountability for student achievement. Accountability requires systematically collecting, analyzing, and using critical data elements to understand the current achievement story for students, and to begin to strategize strat·e·gize
v. strat·e·gized, strat·e·giz·ing, strat·e·giz·es
To plan a strategy for (a business or financial venture, for example).
v.intr. , impact, and document how the school counseling program contributes toward supporting student success.
M.E.A.S.U.R.E. is a seven-step process that assists school counselors in delivering a data-driven school counseling program that supports the accountability component of the American American, river, 30 mi (48 km) long, rising in N central Calif. in the Sierra Nevada and flowing SW into the Sacramento River at Sacramento. The discovery of gold at Sutter's Mill (see Sutter, John Augustus) along the river in 1848 led to the California gold rush of School Counselor Association (ASCA ASCA American School Counselor Association
ASCA Australian Shepherd Club of America
ASCA Arab Society of Certified Accountants
ASCA American Swimming Coaches Association
ASCA American Society of Consulting Arborists
ASCA Association of State Correctional Administrators ) National Model (ASCA, 2003). M.E.A.S.U.R.E. is an acronym acronym: see abbreviation.
A word typically made up of the first letters of two or more words; for example, BASIC stands for "Beginners All purpose Symbolic Instruction Code. to for Mission, Elements, Analyze, Stakeholders Stakeholders
All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. , Unite, Reanalyze, and Educate that helps school counselors to connect to the Mission of their school; examine critical data Elements that are part of their schools' report cards; Analyze those critical data elements to see which elements their program can positively impact; identify internal and external Stakeholders who can collaborate to impact the data; Unite with these stakeholders to form partnerships and assign strategies; and Reanalyze to determine which strategies should be replicated, redesigned or discarded dis·card
v. dis·card·ed, dis·card·ing, dis·cards
1. To throw away; reject.
a. To throw out (a playing card) from one's hand.
b. . Finally, school counselors present their successes and Educate a wide audience as to how their program contributed toward moving critical data elements.
M.E.A.S.U.R.E. supports school counselors in their efforts to garner more support for their programs and to widen wid·en
tr. & intr.v. wid·ened, wid·en·ing, wid·ens
To make or become wide or wider.
widen·er n. their sphere of influence in helping all students be successful learners. With an accountable, data-driven school counseling program, school counselors are seen as powerful partners and collaborators in school improvement and central to the mission of schools.
Our school improvement plan emphasizes improving opportunities for our students after they finish high school. The school counselors of this district work very hard, but tallying the number of counseling sessions and classroom presentations doesn't give me what I need to show how school counselors are contributing to both our building's and district's academic success goals. Promotion rates are down and have seriously impacted the choices our students have for education after graduation. Where is the data to show that school counseling efforts have made a difference in helping our students achieve academically? (School board member discussing fiscal concerns and how to balance the budget.)
ACCOUNTABILITY: EVERY SCHOOL COUNSELOR'S CHALLENGE
Accountability governs 21st century school buildings and systems. Principals and teachers work in an accountability-driven environment. The 21st century approach for working in schools and standards-based reform have dramatically changed the way every educators works in schools to improve student performance. Historically, school counselors have not been held to the same accountability standards as other educators and were rarely included in school and district conversations as to their contributions to school improvement. Challenges such as these are reminders for all educators, especially school counselors, to rethink re·think
tr. & intr.v. re·thought , re·think·ing, re·thinks
To reconsider (something) or to involve oneself in reconsideration.
re their traditional methods of demonstrating accountability. When school counselors operate around the premise that they are key players in the academic success story for students, then school counseling programs are viewed as integral to student achievement. School counselors can fully participate in all aspects of the implementation of the No Child Left Behind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 (2001). Sharing accountability for student success is a driving force for transforming and/or and/or
Used to indicate that either or both of the items connected by it are involved.
Usage Note: And/or is widely used in legal and business writing. re-framing the work of school counselors across the nation.
School counselors traditionally have offered time-on-task data or a numerical numerical
expressed in numbers, i.e. Arabic numerals of 0 to 9 inclusive.
a numerical code is used to indicate the words, or other alphabetical signals, intended. summary of the different types of activities delivered as a means to assess and evaluate the impact of a school counseling program. Presenting the numbers of students seen individually, in groups, or in classrooms is no longer enough. Legislators, school boards, administrators, and faculty, who are enveloped en·vel·op
tr.v. en·vel·oped, en·vel·op·ing, en·vel·ops
1. To enclose or encase completely with or as if with a covering: "Accompanying the darkness, a stillness envelops the city" in accountability issues, may not see the work of school counselors as an effective utilization of financial resources to improve student achievement. School improvement is focused on closing the achievement gap and moving critical data elements in a positive direction. By examining their practice and looking carefully at their way of working, school counselors can articulate articulate /ar·tic·u·late/ (ahr-tik´u-lat)
1. to pronounce clearly and distinctly.
2. to make speech sounds by manipulation of the vocal organs.
3. to express in coherent verbal form.
4. and communicate how their contributions positively impact student achievement and thus share accountability for school improvement with other faculty members.
NO CHILD LEFT BEHIND: IT'S it's
1. Contraction of it is.
2. Contraction of it has. See Usage Note at its.
it's it is or it has
it's be ~have EVERYONE'S RESPONSIBILITY
This most recent national election confirms education's position as a top domestic priority (Lewin, 2002). After much bipartisan Congressional debate for continued comprehensive educational reform, the No Child Left Behind Act(2001) has as its primary purpose the intent to close the achievement gap between disadvantaged This article or section may contain original research or unverified claims.
Please help Wikipedia by adding references. See the for details.
This article has been tagged since September 2007. and minority students and their peers. This requires strong measures of accountability and demonstrated results. Student progress and achievement is published annually in school district report cards. Parents receive annual information about the quality of their local schools, the qualifications of the teachers, and their children's progress in key subjects. Additionally, statewide and system reports must include performance data disaggregated Broken up into parts. according to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. race, gender, and other criteria to demonstrate how well students are achieving and documentation of the progress made towards closing the achievement gap between disadvantaged students and other groups of students.
Today's educational agenda speaks to high expectations for all students regardless of race, ethnicity ethnicity Vox populi Racial status–ie, African American, Asian, Caucasian, Hispanic , and socio-economic socio-economic adj → socioeconómico
socio-economic adj → socioéconomique status. Merely legislating leg·is·late
v. leg·is·lat·ed, leg·is·lat·ing, leg·is·lates
To create or pass laws.
To create or bring about by or as if by legislation. requiring a change in expectations for students will not produce the desired outcomes. The federal, state, and local emphasis on accountability essentializes the need for school counselors to also demonstrate how the school counseling program contributes to the school success agenda and commitment to closing the gap.
THE REAL MEANING OF ACCOUNTABILITY
School improvement is hard work. But if schools are not constantly improving and growing in their capacity to meet the needs of today's students, then they are losing ground and failing in their mission of service to young people. (Fitzpatrick, 1997)
Accountability is about sharing responsibility to collectively remove barriers that impede im·pede
tr.v. im·ped·ed, im·ped·ing, im·pedes
To retard or obstruct the progress of. See Synonyms at hinder1.
[Latin imped learning and involves all of the critical players in a school setting. Accountability is the result of intentional in·ten·tion·al
1. Done deliberately; intended: an intentional slight. See Synonyms at voluntary.
2. Having to do with intention. efforts to close the achievement gap and meet the goals of school improvement. How do school counselors fit into an accountability system that is traditionally embedded Inserted into. See embedded system. in teaching and the improvement of student learning?
When school counselors focus their efforts on the mission of school improvement they widen educational opportunities for every student and can positively demonstrate the impact student achievement by:
* Raising student aspirations aspirations npl → aspiraciones fpl (= ambition); ambición f
aspirations npl (= hopes, ambition) → aspirations fpl
* Helping students acquire resiliency The ability to recover from a failure. The term may be applied to hardware, software or data. and coping skills A coping skill is a behavioral tool which may be used by individuals to offset or overcome adversity, disadvantage, or disability without correcting or eliminating the underlying condition. Virtually all living beings routinely utilize coping skills in daily life. for school and life success
* Managing and accessing resourceS for student support
* Collaborating with faculty to share the responsibility for student progress
* Engaging students in educational and career planning that present students with a wide variety of quality postsecondary opportunities
* Working intentionally in·ten·tion·al
1. Done deliberately; intended: an intentional slight. See Synonyms at voluntary.
2. Having to do with intention. toward closing the gap in student performance
Measurable success resulting from a concerted effort on the part of school counselors to expand educational opportunities can be documented by an increased number of students completing school with the academic preparation, the career awareness, and the personal/social growth essential to choose from a wide range of substantial postsecondary options, including college (Education Trust, 1997).
The American School Counselor Association's National Standards for School Counseling Programs (Dahir Dahir can refer to:
Sheldon may refer to: Places
1. The foundation of the program requires the implementation of the belief and mission that every student will benefit from the school counseling program.
2. The delivery system defines the implementation process and the components of the comprehensive model (i.e., guidance curriculum, individual planning with students, responsive services, and system support).
3. The management system presents the organizational processes and tools needed to deliver a comprehensive school counseling program. These processes and tools include: agreements of responsibility, use of data, action plans for guidance curriculum and closing the gap, and time and task analysis
4. The accountability system helps school counselors demonstrate the effectiveness of their work in measurable terms such as impact over time, performance evaluation Performance evaluation
The assessment of a manager's results, which involves, first, determining whether the money manager added value by outperforming the established benchmark (performance measurement) and, second, determining how the money manager achieved the calculated return , and a program audit.
The National Model (ASCA, 2003) speaks to the importance of having an accountability system and an organizational framework that documents and demonstrates "how are students different as a result of the school counseling program?" A commitment to accountability shifts public perception from questions such as "what do school counselors really do?" to showing how school counselors are key players in the academic success story for students and are partners in student achievement.
BELIEFS INFORM BEHAVIORS
The No Child Left Behind Act (2001) challenges the beliefs and attitudes of all educators to support all students to achieve high standards and additionally to identify and eradicate Eradicate
To completely do away with something, eliminate it, end its existence.
Mentioned in: Smallpox systems and ideologies that have the potential to impact negatively upon student opportunities. School counselors working together with the principal can bring attention to the faculty the importance of creating safe and drug-free Adj. 1. drug-free - characteristic of a person not taking illegal drugs or of a place where no illegal drugs are used
sober - not affected by a chemical substance (especially alcohol) communities. Breaking Ranks (National Association of Secondary School Principals The National Association of Secondary School Principals (NASSP) is a United States educational advocacy organization consisting of secondary school principals. To promote excellence among middle school and high school students, NASSP founded and still sponsors the National Honor , 1997) elevated the leadership and vision of the building principal through the establishment of learning communities to address closing the gap and creating climates of caring in our secondary schools. School counselors are critical players in this learning community.
School counselors who embrace membership in the learning community and a leadership mindset mind·set or mind-set
1. A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations.
2. An inclination or a habit. act on their beliefs and advocate for the removal of institutional and environmental barriers that impede success in school. As advocates advancing a social justice agenda, school counselors purposely pur·pose·ly
With specific purpose.
USAGE: See at purposeful.
Adv. 1. promote equitable equitable adj. 1) just, based on fairness and not legal technicalities. 2) refers to positive remedies (orders to do something, not money damages) employed by the courts to solve disputes or give relief. (See: equity)
EQUITABLE. access to quality education for all students. Counselor behaviors begin with a commitment to a programmatic pro·gram·mat·ic
1. Of, relating to, or having a program.
2. Following an overall plan or schedule: a step-by-step, programmatic approach to problem solving.
3. approach that is systemic systemic /sys·tem·ic/ (sis-tem´ik) pertaining to or affecting the body as a whole.
1. Of or relating to a system.
2. in impact; grounded in social justice, advocacy, and equity; aligned with the state system and building mission; and collaboratively developed and delivered.
School counselors can influence the school climate to ensure that high standards are the norm in a safe and respectful re·spect·ful
Showing or marked by proper respect.
re·spectful·ly adv. environment. The use of data will effectively identify institutional and environmental barriers impeding im·pede
tr.v. im·ped·ed, im·ped·ing, im·pedes
To retard or obstruct the progress of. See Synonyms at hinder1.
[Latin imped student success. School counselors can initiate, develop, and coordinate prevention and intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. systems that are designed to improve the learning success for students who are experiencing difficulty with challenging academic coursework coursework
work done by a student and assessed as part of an educational course
Noun 1. coursework - work assigned to and done by a student during a course of study; usually it is evaluated as part of the student's . Viewing the world of schools through an accountability lens helps school counselors to act on their belief system and assume a leadership role to identify and rectify rec·ti·fy
1. To set right; correct.
2. To refine or purify, especially by distillation. issues that impact every student's ability to achieve at expected levels.
WHY USE DATA?
Data inform and challenge our thinking to determine the need for systemic change, confirm progress, and reveal shortcomings A shortcoming is a character flaw.
Shortcomings may also be:
By using data, school counselors also can present a picture of the current situation of student needs and issues and examine the practices that can lead to higher levels of success.
Disaggregating data, that is separating out the data by variables such as ethnicity, gender, socio-economic status, or teacher assignment, is very important in the analysis of student performance. The disaggregation dis·ag·gre·ga·tion
1. A breaking up into component parts.
2. An inability to coordinate various sensations and a failure to observe their mutual relations. of data makes it possible to determine how policy and practices affect issues of equity, enabling all school counselors to work closely with building administrators and faculty to close the achievement gap. School counselors who focus their efforts on moving data in a positive direction demonstrate a strong commitment to sharing the responsibility and accountability for student outcomes.
Every high school collects data on each year's graduating class. As shown in the table above, when the data is disaggregated by ethnicity it clearly depicts limitations of student opportunity after high school. What contributed to this over time? How do you, the school counselor, want this picture to look next year, and in subsequent years? How can your intentional and focused efforts measure the results of a concerted effort to contribute toward positively improving, these results?
A M.E.A.S.U.R.E. FOR SUCCESS
Accountability requires us to show that school counselors collaborate with faculty to positively influence student achievement. M.E.A.S.U.R.E. is an acronym to help you remember:
Unite to Strategize
M.E.A.S.U.R.E. is a seven-step accountability process that requires school counselors to collaborate and team with administrators and faculty to identify and positively impact the critical data elements that are the important barometers of student success (Stone & Dahir, in press). M.E.A.S.U.R.E. supports the accountability component of the ASCA National Model (2003) by helping school counselors move from a "counting tasks" system to aligning a·lign
v. a·ligned, a·lign·ing, a·ligns
1. To arrange in a line or so as to be parallel: align the tops of a row of pictures; aligned the car with the curb. the school counseling program with standards-based reform. School counselors demonstrate how they too are accountable for results and contribute to student achievement.
Step One: Mission--Connect to the Mission of School
Student success in rigorous academics is at the heart of every school's mission statement. The first step is the alignment of the school counseling program to the mission of the school and to the annual goals of the school improvement plan. By connecting what they do with school improvement, school counselors are focused on helping every student graduate high school fully prepared to participate in the 21st century society and economy. School counselors can now move from the periphery periphery /pe·riph·ery/ (pe-rif´er-e) an outward surface or structure; the portion of a system outside the central region.periph´eral
1. of school improvement to holding a key position on the principal's site-based leadership team.
Step Two: Elements--Identify Critical Data Elements
A school's success is measured by results, which are those critical data elements that are important to the internal and external stakeholders. School systems routinely collect and store academic and demographic data in a retrievable form. Critical data elements can usually be found on the school's report card. Each school's site-based school improvement leadership team, identifies and examines critical data elements that collectively all stakeholders can impact. School counselors also can collect other important pieces of information in the areas that contribute to achievement such as course enrollment patterns, or data related to attendance and truancy. Building principals can encourage and support school counselors to play a pivotal role in this process.
By disaggregating data by gender, ethnicity, race/ethnicity, socio-economic status and in other ways that relate to a particular situation. Assurances are built into the system that all are included in the analysis. Disaggregated data guarantees that no group of students will be left out of the analysis nor be barred from opportunities (Stone & Turba Turba literally means crowd in Latin. It may refer more specifically to any text in the biblical Passion of Jesus which is spoken by any group of people, including the disciples, the Jews, or the soldiers. , 1999). In this example, let us begin by identifying not only who is accessing postsecondary education but also who is not.
Step Three: Analyze Critical Data Elements
What else do school counselors need to know to better understand student's situations? Disaggregating data will help better understand the profile of students who do and who choose not to continue education after high school. For example, if only 50% of students access postsecondary option than it is important that school counselors and other members of the leadership team identify the barriers that contribute to or impact student aspirations. Analysis may be informal or formal as counselors begin to examine patterns over time beginning with achievement and attendance at the secondary level. It provokes the question, "are there any institutional or environmental barriers that may be adversely impacting the data elements and impeding student achievement?".
Step Four: Identify Stakeholders to Help Step Five: Unite To Strategize
School counselors can play a critical role in creating a collaborative environment. Building principals can support school counselor initiative to bring together those who need to be involved in addressing this school improvement issue. All concerned members of the internal and external school community should be included. What existing school-community partnership can work toward a solution? School counselors can help to facilitate this process. Shared accountability is about teaming and collaborating with other stakeholders and avoiding an isolated resolution. School counselors can use their facilitation Facilitation
The process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. and group dynamics group dynamics: see group psychotherapy. skills make this a reality.
Once the key players are in place, principals and school counselors unite with the stakeholders to develop an action plan that will:
1. Define their desired results
2. Decide what other information (data) is needed and gather and collect it
3. Determine the necessary strategies to positively impact the data
4. Identify the skills and resources needed
5. Identify who will be responsible for implementation of each component of the action plan
6. Develop a timeline
Timeline may refer to:
7. Decide on a means for documenting the overall effectiveness of the action plan in achieving the targeted goal
Step Six: Reanalyze
Principals know all to well the importance of demonstrating results. Did the results show that our strategies successfully changed the opportunities that our students have after high school? Did more students leave school with the capability to access postsecondary education? All planning models require us to reanalyze and refocus Verb 1. refocus - focus once again; The physicist refocused the light beam"
focus - cause to converge on or toward a central point; "Focus the light on this image"
2. our efforts regardless of small success or great accomplishments. Reanalyzing helps us to closely examine what works best and what needs to be modified; refocusing Noun 1. refocusing - focusing again
focalisation, focalization, focusing - the act of bringing into focus means to replicate rep·li·cate
1. To duplicate, copy, reproduce, or repeat.
2. To reproduce or make an exact copy or copies of genetic material, a cell, or an organism.
A repetition of an experiment or a procedure. what is working and to develop new or different strategies for what did not work.
Step Seven: Educate
Principals and counselors collaborating on an intentional and focused agenda demonstrate the positive impact of the work of school counselors in school improvement. Publicizing pub·li·cize
tr.v. pub·li·cized, pub·li·ciz·ing, pub·li·ciz·es
To give publicity to.
Noun 1. publicizing - the business of drawing public attention to goods and services
advertising the results of an effective data-driven school counseling program to critical stakeholders is a vital step in the accountability model and important to success. Our stakeholders now have a deeper understanding about the contributions of school counselors to student achievement. School counselors, once viewed as working in isolation, are seen as leaders in systemic change and as partners in the challenge of dosing the gap. This "measure" of accountability moves critical data elements in a positive direction and shares responsibility for the results that are viewed as essential to the mission of school. It is also a moment to celebrate success and recognize the power of partnership.
M.E.A.S.U.R.E: DEMONSTRATING SCHOOL COUNSELING ACCOUNTABILITY
M.E.A.S.U.R.E is a process of utilizing readily available student information to target critical data elements and use specific strategies to connect school counseling to the accountability agenda for your school's improvement plan. Sharing accountability can be confusing con·fuse
v. con·fused, con·fus·ing, con·fus·es
a. To cause to be unable to think with clarity or act with intelligence or understanding; throw off.
b. at times and the results sometimes disappointing. Systematically collecting, analyzing, and using data to inform and guide the development and construction shows a commitment to:
* Focus on student achievement and contribute to the school and system's improvement goals
* Identify issues that stratify strat·i·fy
v. strat·i·fied, strat·i·fy·ing, strat·i·fies
1. To form, arrange, or deposit in layers.
2. student opportunities
* Integrate conclusions and decisions on data, research, and professional standards
* Demonstrate a commitment to school improvement through sharing accountability for results by moving critical data elements.
Accountability shows that all educators, especially school counselors, intentionally and purposely act to close the gap. If administrators, faculty, and all stakeholders truly believe that all children can learn and achieve, then aligning the purpose of school counseling with the school improvement plan presents school counselors as champions and collaborators who encourage high aspirations and create opportunities for students to realize their dreams. Accepting the challenge of accountability propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students for whom little is expected.
School counselors working within an accountability framework can challenge the pervasive pervasive,
adj indicates that a condition permeates the entire development of the individual. belief that socio-economic status and color determine a young person's ability to learn. Acting as agents of school and community change, school counselors can create a climate where access and support for quality and rigor rigor /rig·or/ (rig´er) [L.] chill; rigidity.
rigor mor´tis the stiffening of a dead body accompanying depletion of adenosine triphosphate in the muscle fibers. is the norm. In doing so, underserved and under-represented students now have a chance at acquiring the education skills necessary to fully participate in the 21st century economy.
School counselors, who partner with principals and key stakeholders to embrace accountability, promote systemic change with the expressed purpose of furthering the academic success of every student (Stone. & Clark, 2001). Sharing accountability for school improvement with all stakeholders is a driving force for transforming the work of counselors in our nation's schools.
Table 1. Mission--Connect to the Mission of School District or School Mission School Improvement Issue Academic success for every Post secondary education rates are students low; only 50% of our student access college and other educational opportunities after graduation. Disadvantaged and underrepresented students do not transition to a wide variety of options after high school. Table 2. Critical Data Elements School Critical data What other improvement Element information do issue you need to know? Post secondary 50% of our Which student groups education rates students are are represented in the are low; more accessing post 50% accessing post students need secondary secondary and in the to access educational 50% not accessing this college and opportunities, option after high other educa- Goal: Students school. tional oppor- accessing post tunities after secondary edu- graduation, cation rates will increase by 10%. How might you How will you want to disaggregate gather this this information? information? You can disaggregate This infoma- data in a number of tion can be ways: gender, ethnicity, collected SES, home location, through the teacher or counselor student assignments, course information taking patterns, by management feeder schools, etc. system, school report card, etc. Table 3. Analyze School improvement Critical data element issue Post secondary educa- 50% of our students are tion rates are low; more accessing post second- students need to access ary educational college and other edu- opportunities. cational opportunities Goal: Students access- after graduation. ing post secondary education rates will increase by 10%. Analyze the data Policies, practices, barriers that impact the critical data element The data revealed The feeder middle (among other impor- school practice to tant things) that of the place every student 40% of your students in Algebra a positive seeking post secondary practice that could be education, the majority replicated by the other or 34% came from one feeder schools. particular feeder middle school where all students were assigned to the algebra classes in 8th grade and were supported with mentors and tutors to be successful. Table 4. Stakeholder / Unite to Strategize School Improvement Issue: Postsecondary education rates are low; only 50% of our students access college and other educational opportunities after graduation. Disadvantaged and underrepresented students do not transition to a wide variety of options after high school. Stakeholder Unite to Strategize Completion Measurable Date Results School Implement a career Counselors awareness program for every student in the school to help them see the interrelationship between postsecondary education and their future economic opportunities. Advocate for a systemic change in course enrollment patterns to support more students to access higher level academics. Use data and anecdotal information about student success in higher level academics to try to change attitudes and beliefs about widening opportunities for higher level academics. Teachers Social studies teachers have students research their career goal and project how their career path fits with the economic trends and business climate. English teachers have students write essays for scholarships. Mathematics teachers integrate financial aid calculations into lessons. Administrators Provide professional development for the faculty on raising aspirations. School Provide additional group Psychologists and individual counseling to high risk students on motivation and problem solving. School Social Work with parents/ Workers caretakers on the importance of attendance for school success. Clerical Staff Monitor student progress in submitting applications for postsecondary admissions. School Clubs Invite community leaders in to talk about career opportunities and the education and skills needed to be successful in the work environment. Help close the information gap by sponsoring awareness activities regarding postsecondary opportunities. Parents Assist in establishing a tutoring program. Create a phone chain to call parents to remind them of important school events. Volunteers Work with individual students on the power of financial aid to impact their future. Business Assist in establishing a Partners mentoring program. Provide site visits to their businesses. Help organize and participate in career fairs. Community Assist in establishing a Agencies mentoring program. Run evening and Saturday programs with school personnel for parents and students on raising aspirations, homework help, technology awareness, etc. Colleges and Host "college for a day" Universities programs for elementary and middle school students. Offer diagnostic academic placement testing to tenth and eleventh graders. Provide targeted interventions for underrepresented populations. Table 5. Reanalyze School Improvement Issue Critical data dement Post secondary education 50% of our students are rates are low; only 50% of our accessing post secondary students access college and educational opportunities other educational opportunities Goal: Students accessing post secondary education post secondary education after graduation. rates will increase by 10%. Timeline Results September Post secondary education to June rates increased by 8% but fell short of the goal of 10%. Table 6. Educate Who What When All stakeholders Share results and At the opening of school targeted strategies and publicize progress throughout the school year.
American School Counselor Association. (2003). The American School Counselor Association national model: A framework for school counseling programs. Alexandria Alexandria, city, Egypt
Alexandria, Arabic Al Iskandariyah, city (1996 pop. 3,328,196), N Egypt, on the Mediterranean Sea. It is at the western extremity of the Nile River delta, situated on a narrow isthmus between the sea and Lake Mareotis (Maryut). , VA: Author.
Dahir, C. A., Sheldon, C. B., & Valiga, M. J. (1998). Vision into action: Implementing the national standards for school counseling programs. Alexandria, VA: American School Counselor Association.
Education Trust. (1997). Working definition of school counseling. Washington Washington, town, England
Washington, town (1991 pop. 48,856), Sunderland metropolitan district, NE England. Washington was designated one of the new towns in 1964 to alleviate overpopulation in the Tyneside-Wearside area. , DC: Author.
Fitzpatrick Fitzpatrick may refer to several different people or places or things: People
A village of northeast Illinois, a suburb of Chicago. Population: 74,900. , IL: National Study of School Evaluation.
Lewin,T. (2002, November November: see month. 10).The election education. New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of Times, p. WK3.
National Association of Secondary School Principals. (1996). Breaking ranks: Changing an American institution. Reston Reston, uninc. city (1990 pop. 48,556), Fairfax co., N Va., a planned community established in 1961. A suburb of Washington, D.C., Reston is organized in a series of residential villages and commercial areas. , VA: Author.
Stone, C., & Clark, M. (2001). School counselors and principals: Partners in support of academic achievement. National Association of Secondary School Principals Bulletin, 85 (624), 46-53.
Stone, C., & Dahir, C. (in press). School counseling: Vision to action. Ohio: Merrill Prentice-Hall.
Stone, C., & Turba, R. (1999). School counselors using technology for advocacy. The Journal of Technology in Counseling, 1(1.) Retrieved from http://jtc.colstate.edu/vol1_1/advocacy.htm
U.S. Department of Education. (2001). No Child Left Behind Act of 2001 (H.R.1). Washington, D.C.: U.S. Department of Education.
Carol A. Dahir, Ed.D., is an assistant professor, Counselor Education, New York Institute of Technology The function of higher education was highly debated at the time. There was growing concern that American schools and colleges were failing to meet critical national demands, particularly the need for scientists, engineers, and high-level technicians. , Old Westbury, NY. E-mail: firstname.lastname@example.org
Carolyn B. Stone, Ed. D., is an associate professor, Counselor Education, University of North Florida The University of North Florida (UNF) is a public university in Jacksonville, Florida. It currently has an enrollment of more than 16,000 students and employs over 500 full-time faculty. The current president is former Jacksonville mayor John Delaney. , Jacksonville, FL
M.E.A.S.U.R.E., the seven step process, is excerpted from Stone, C., & Dahir, C. (in press). An introduction to school counseling: Vision to action. Ohio: Merrill Prentice-Hall.