1 AZ ACADEMY FOR SCHOOL COUNSELORS Thursday, June 10, 2004 Christopher Sink Seattle Pacific...

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AZ ACADEMY FOR AZ ACADEMY FOR SCHOOL COUNSELORSSCHOOL COUNSELORS

Thursday, June 10, Thursday, June 10, 20042004

AZ ACADEMY FOR AZ ACADEMY FOR SCHOOL COUNSELORSSCHOOL COUNSELORS

Thursday, June 10, Thursday, June 10, 20042004

Christopher SinkChristopher SinkSeattle Pacific

UniversitySchool of Education

Department of School Counseling and

PsychologyPh: 206-281-2453

E-mail: [email protected]

Taking Accountability to HeartTaking Accountability to Heart

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Where we’re going…Where we’re going…

•Today we explore Today we explore together the value of together the value of accountability in the accountability in the school counseling. Recent school counseling. Recent research showing the research showing the impact of comprehensive impact of comprehensive school counseling school counseling programs on achievement programs on achievement is discussed.is discussed.

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A quick review: A quick review: • Developmental,

systemic, & proactive

• Equitable—serves all students

• Integrated with teaching & learning processes going on in the schools

A quick review: A quick review: • Developmental,

systemic, & proactive

• Equitable—serves all students

• Integrated with teaching & learning processes going on in the schools

What are comprehensive school counseling What are comprehensive school counseling programs? With an eye to accountability…programs? With an eye to accountability…What are comprehensive school counseling What are comprehensive school counseling programs? With an eye to accountability…programs? With an eye to accountability…

azarted.org/ vasa/vasagallery2000.html

http://azarted.org/vasa/vasagallery2000.html

http://azarted.org/vasa/vasagallery2000.html

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What are comprehensive school counseling What are comprehensive school counseling programs? programs? (Continued)(Continued)

CSCPsCSCPs have…• Organized curricula meet

developmental competencies in these domains:– Academic-EducationalAcademic-Educational– Personal-SocialPersonal-Social– Career-VocationalCareer-Vocational

• Strong accountability component– Evaluation of expected

outcomes is key

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ASCA’s ASCA’s NationNation

al al Model Model (2003)(2003)

ASCA’s ASCA’s NationNation

al al Model Model (2003)(2003)

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From a program that…From a program that…• Focuses on the number of

essential activities• Measures the amount of

effort spent• Attends to the process of

doing work• Works to maintain the

existing system Are We Making Progress?

From a program that…From a program that…• Focuses on the number of

essential activities• Measures the amount of

effort spent• Attends to the process of

doing work• Works to maintain the

existing system Are We Making Progress?

From ASCA. (2002). School Counselors: Partners in Achievement. Available at: http://www.schoolcounselor.org/library/partners%20in%20achievement.ppt

ASCA’s National Model from Entitlement to Performance


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To a program thatTo a program that……• Focuses on outcomes &

improved results• Measures impact related to

goals• Attends to goals, objectives, &

outcomes• Changes & adapts to be more

responsive




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From counselors who…From counselors who…•Focus on good intentions

•Talk about how hard they work

•Generally feel little need to change their behavior or approach

Are We Making Progress?

From counselors who…From counselors who…•Focus on good intentions

•Talk about how hard they work

•Generally feel little need to change their behavior or approach

Are We Making Progress?




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To counselors who…To counselors who…•Communicate goals &

objectives•Talk about effectiveness•Focus on

accomplishments•Know their future rests

on accomplishmentsFrom ASCA. (2002). School Counselors: Partners in Achievement. Available at: http://www.schoolcounselor.org/library/partners%20in%20achievement.ppt

http://images.google.com/imgres?imgurl=www.pinstore.com/disney/pinimages/others11.JPG&imgrefurl=http://www.pinstore.com/disney/kingdom.htm&h=116&w=104&sz=25&tbnid=osqCqQeaSWYJ:&tbnh=81&tbnw=73&start=110&prev=/images%3Fq%3Dthumb%2527s%2Bup%26start%3D100%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

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Key point Key point herehere

Key point Key point herehere

• Outcome research Outcome research is vital for our is vital for our profession to profession to enhance its enhance its credibility with credibility with the public as well the public as well as to contribute as to contribute to educational to educational reform.reform.

• Outcome research Outcome research is vital for our is vital for our profession to profession to enhance its enhance its credibility with credibility with the public as well the public as well as to contribute as to contribute to educational to educational reform.reform.

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Why teachers and counselors are not paid enough.

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National Center on Educational Outcomes National Center on Educational Outcomes

•http://education.umn.edu/NCEO/OnlinePubs/Framework/FrameworkText.html•http://education.umn.edu/NCEO/OnlinePubs/Framework/FrameworkText.html

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Just pie in sky?Just pie in sky?

• Is there any Is there any hardhard evidence evidence that these that these comprehensivcomprehensive programs e programs positively positively affect affect academic academic achievement?achievement?

• Is there any Is there any hardhard evidence evidence that these that these comprehensivcomprehensive programs e programs positively positively affect affect academic academic achievement?achievement?

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Sample studies have shown positive results

• Edmondson, J. H., & White, J. (1998). A tutorial and counseling program: Helping students at risk of dropping out of school. Professional School Counseling, 1(4), 43-47.– Dropout prevention program

combined with academic tutoring and group counseling can result in improvement in academic achievement, behavior, and self worth

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Sample studies have shown positive results

• Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98.

– School counseling interventions focusing on cognitive, social, and self-management skills can lead to sizable gains in students’ academic achievement

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Influence of Comprehensive Influence of Comprehensive School Counseling Programs on School Counseling Programs on Academic Achievement of Early Academic Achievement of Early

Elementary Students in Elementary Students in Washington StateWashington State

Influence of Comprehensive Influence of Comprehensive School Counseling Programs on School Counseling Programs on Academic Achievement of Early Academic Achievement of Early

Elementary Students in Elementary Students in Washington StateWashington State

Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6(5), 352-364.

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• To see if there were any achievement test score differences between 3rd -and 4th-graders who were attending schools with a CSCP in place and those in schools without a CSCP.

• To add to the current body of research on CSCPs showing the effectiveness of these programs.

• To see if there were any achievement test score differences between 3rd -and 4th-graders who were attending schools with a CSCP in place and those in schools without a CSCP.

• To add to the current body of research on CSCPs showing the effectiveness of these programs.

Key aimsKey aims

CSCP = comprehensive school counseling programs

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Who was in the study?Who was in the study?

• Overall, – Nearly 10,000 Grade 3 students– About 10,250 Grade 4 students

• Representing 150 elementary schools– 67 schools with CSCP (9,816

third-graders)– 83 schools with no CSCP

(10,315 fourth-graders)• Data collected 2000-2001

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What were we looking What were we looking for?for?

• Achievement test scores differences in:Achievement test scores differences in:– CSCP vs non-CSCP schools regardless CSCP vs non-CSCP schools regardless

of length of time students attended their of length of time students attended their schoolsschools

– High-CSCP vs non-CSCP schools High-CSCP vs non-CSCP schools schools regardless of length of time schools regardless of length of time students attended their schoolsstudents attended their schools

– High-CSCP vs non-CSCP schools taking High-CSCP vs non-CSCP schools taking into account length of time in schoolinto account length of time in school

Economic disparities among students were Economic disparities among students were statistically controlledstatistically controlled..

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What we didWhat we did

• Interviewed by phone a stratified random sample of school personnel in 150 elementary buildings

• Determined whether school had– A certified counselor in the

building?– A CSCP in place? How long?

• Categorized schools as either CSCP or non-CSCP school

• Students’ data were collected from a state-level database

• Interviewed by phone a stratified random sample of school personnel in 150 elementary buildings

• Determined whether school had– A certified counselor in the

building?– A CSCP in place? How long?

• Categorized schools as either CSCP or non-CSCP school

• Students’ data were collected from a state-level database

CSCP = comprehensive school counseling programs

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Measures usedMeasures used

• NRT: Iowa Tests of Basic Skills (ITBS)NRT: Iowa Tests of Basic Skills (ITBS)—Grade 3 —Grade 3 – Vocabulary, Comprehension,

Reading, & Math• CRT: Washington Assessment of State CRT: Washington Assessment of State

Learning (WASL)—Grade 4Learning (WASL)—Grade 4– Listening, Reading, Writing, & Math

• The Comprehensive Guidance & The Comprehensive Guidance & Counseling Programs and Student Counseling Programs and Student Success in Washington State Success in Washington State Elementary Schools Telephone SurveyElementary Schools Telephone Survey

• NRT: Iowa Tests of Basic Skills (ITBS)NRT: Iowa Tests of Basic Skills (ITBS)—Grade 3 —Grade 3 – Vocabulary, Comprehension,

Reading, & Math• CRT: Washington Assessment of State CRT: Washington Assessment of State

Learning (WASL)—Grade 4Learning (WASL)—Grade 4– Listening, Reading, Writing, & Math

• The Comprehensive Guidance & The Comprehensive Guidance & Counseling Programs and Student Counseling Programs and Student Success in Washington State Success in Washington State Elementary Schools Telephone SurveyElementary Schools Telephone Survey

NRT: nationally norm-referenced test

CRT: WA state criterion-referenced test

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What we found out…What we found out…• Over time children

staying in their same school for about 3 to 4 years with a well established CSCP (3 years) sign. out-performed children in non-CSCPs on

– ITBS Math, Comprehension, Reading & Vocab. (3rd-graders)

– WASL Math, Listening, and Reading (4th-graders)

• Over time children staying in their same school for about 3 to 4 years with a well established CSCP (3 years) sign. out-performed children in non-CSCPs on

– ITBS Math, Comprehension, Reading & Vocab. (3rd-graders)

– WASL Math, Listening, and Reading (4th-graders)

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Graphs showing major improvement

in achievement

test scores for 3rd- and 4th-

graders

Graphs showing major improvement

in achievement

test scores for 3rd- and 4th-

graders

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Improvement in 3rd Grade ITBS Comprehension Scores

Year First Enrolled in Building

3 Years Ago2 Years Ago1 Year AgoThis Year

Com

preh

ensi

on S

tand

ard

Scor

e (I

TB

S 3

00-0

1) 194

192

190

188

186

184

182

Model Use

High CSCP Use

No CSCP



Com

preh

ensi

on S

tand

ard

Scor

e (I

TB

S 3

00-0

1) 194

192

190

188

186

184

182

Model Use

High CSCP Use

No CSCP

High High CSCP CSCP schooschoo

lsls No No CSCP CSCP schooschoo

lsls

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Mat

h St

anda

rd S

core

(IT

BS

3 00

-01)

196

194

192

190

188

186

184

Model Use

High CSCP Use

No CSCP



Mat

h St

anda

rd S

core

(IT

BS

3 00

-01)

196

194

192

190

188

186

184

Model Use

High CSCP Use

No CSCP

Improvement in 3rd Grade ITBS Math Scores

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Improvement in 3rd Grade ITBS Reading Scores

Improvement in 3rd Grade ITBS Reading Scores



Rea

ding

Sta

ndar

d Sc

ore

(IT

BS

3 00

-01)

192

190

188

186

184

182

180

Model Use

High CSCP Use

No CSCP



Rea

ding

Sta

ndar

d Sc

ore

(IT

BS

3 00

-01)

192

190

188

186

184

182

180

Model Use

High CSCP Use

No CSCP

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Improvement in 3rd GradeITBS Vocabulary Scores

Improvement in 3rd GradeITBS Vocabulary Scores



Voc

abul

ary

Stan

dard

Sco

re (

ITB

S 3

00-0

1)

192

190

188

186

184

182

180

Model Use

High CSCP Use

No CSCP



Voc

abul

ary

Stan

dard

Sco

re (

ITB

S 3

00-0

1)

192

190

188

186

184

182

180

Model Use

High CSCP Use

No CSCP

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4 Years Ago

3 Years Ago

2 Years Ago

1 Year Ago

This Year

Mat

h Sc

ale

Scor

e (W

ASL

4 0

0-01

)

410

400

390

380

Model Use

High CSCP Use

No CSCP

Improvement in 4th Grade WASL Math Scores

Improvement in 4th Grade WASL Math Scores

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4 Years Ago

3 Years Ago

2 Years Ago

1 Year Ago

This Year

Lis

teni

ng S

cale

Sco

re (

WA

SL 4

00-

01)

430

420

410

400

Model Use

High CSCP Use

No CSCP


4 Years Ago

3 Years Ago

2 Years Ago

1 Year Ago

This Year

Lis

teni

ng S

cale

Sco

re (

WA

SL 4

00-

01)

430

420

410

400

Model Use

High CSCP Use

No CSCP

Improvement in 4th Grade WASL Listening Scores

Improvement in 4th Grade WASL Listening Scores

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4 Years Ago

3 Years Ago

2 Years Ago

1 Year Ago

This Year

Rea

ding

Sca

le S

core

(W

ASL

4 0

0-01

)

410

408

406

404

402

400

Model Use

High CSCP Use

No CSCP


4 Years Ago

3 Years Ago

2 Years Ago

1 Year Ago

This Year

Rea

ding

Sca

le S

core

(W

ASL

4 0

0-01

)

410

408

406

404

402

400

Model Use

High CSCP Use

No CSCP

Improvement in ITBS 4th Grade WASL Reading Scores

Improvement in ITBS 4th Grade WASL Reading Scores

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What does all this mean to What does all this mean to you?you?

Cartoons from http://education.indiana.edu/cas/tt/v3i3/v3i3toc.html

School counselors can

make a significant difference

School counselors can

make a significant difference

in fostering students’ academic

development.

in fostering students’ academic

development.

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1. Fully implement and refine your CSCP (align it with ASCA’s National Model)

2. Look at your accountability strategies and make sure they include helping kids achieve

General steps to enhance academic General steps to enhance academic achievement? achievement?

Cartoon from: http://www.longleaf.net/ggrow/cartoons1.gif/innovative/

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3. Classroom guidance and small groups should target, in part, student academic competencies

4. Document positive impact of classroom guidance lessons and small groups have on student achievement

General steps to enhance academic General steps to enhance academic achievementachievement

Cartoon from http://education.indiana.edu/cas/tt/v3i3/v3i3toc.htm

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Specific ideas to enhance academic Specific ideas to enhance academic achievement?achievement?

• Develop a “how to succeed in school” guidance curriculum and/or course– study skills (e.g., self-

assessment, organization, and planning),

– positive attitudes and behaviors toward school and learning,

– test-taking strategies, – effective writing, – homework completion skills.

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More specific ideas to foster academic More specific ideas to foster academic achievementachievement

• Assist other educators with peer tutoring groups for students at risk for school failure. – Use peers, cross-age, and adult volunteers as

tutors

• Provide relevant educational interventions, workshops, and inservices for parents, teachers, and staff on ways to foster student learning.– Examples?

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Cartoon from: http://www.cartoonresource.com/MATH%20TEACHING%20CARTOON%20PAGE-1.htm

Specific ideas re: academic Specific ideas re: academic achievement achievement (continued)(continued)

• Conduct new and continuing student orientations emphasizing role of academics

• Assess and work on the school environment so that it contributes to academics

• Focus on cultural impediments to learning

• Upgrade technology

Resource: Brown, D. (1999). Proven strategies for improving learning and achievement. Greensboro, NC: ERIC Clearinghouse on Counseling and

Student Services (CAPS).

Resource: Brown, D. (1999). Proven strategies for improving learning and achievement. Greensboro, NC: ERIC Clearinghouse on Counseling and

Student Services (CAPS).

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Suggestions (continued)(continued)

• Planning and organization – Think (what do I want to do?

My goal?)– Do (begin to do the task)– Monitor (is it working? Am I

getting what I wanted?)– Modify, if need be– Verify (am I done?)

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• Good listening skills

• Provide activities to foster

–Sustained attention

–Self-monitoring or assessment

• Logs for homework

• Notebook organization

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• Focus on students’ cognitive development– Help them with generating learning

strategies • Self-questioning, summarization,

outlining– Memory strategies

• Mnemonics• Graphic organizers• Chunking• Decoding skills• Teaching vocabulary with visual

cues

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Visual cues for learning vocabulary

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Your turnYour turn

• Discussion questions:Discussion questions:– How does the fact that you

need to be accountable for your work sound?

– Is it reasonable to expect school counselors to influence student achievement?

– How might this information influence your work with students and within your program?

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