Accountability


 * ACCOUNTABILITY**


 * Accountability Summary
 * Results Reports
 * Role of Supervision/School Counselor Standards
 * Counselor Accountability
 * Program Audit

**Accountability Summary** As stated in the ASCA National Model, “Accountability and evaluation of the school counseling program are absolute necessities” (ASCA, 2005, p. 59). In our work at Central Kings Manor Academy, we understand the importance of demonstrating how students are different as a result of our school counseling program. To demonstrate how students are different, we collect data on the initiatives we implement from a process, perception, and results standpoint. After collecting the data, we analyze it using EZAnalyze ([]), an excel-based tool for educators. EZAnalyze allows us to complete the following: descriptive statistics, disaggregatation of data, graphing, and even advanced statistical tests (e.g. Correlations, T-Tests, ANOVAs). Not only is the tool free, but it was created by a school counselor with the needs of school counselors in mind, so it provides counselors with the types of data they need.


 * **Process Data** || **Perception Data** || **Results Data** ||
 * Number of students affected by interventions || Student Pre- & Post-tests on guidance lessons and activities || How did students change as a result of the intervention? ||

Documenting the way students changed as a result of interventions may include reviewing and disaggreating the following:
 * Attendance data
 * Suspension/expulsion rates
 * Behavioral referrals
 * PSSA scores (or other standardized tests)
 * Students enrolled in honors, advanced, and AP courses
 * Graduation rates
 * Retention rates
 * Percent of students attending 2- & 4-year post-secondary institutions

**Results Reports** The results report is an opportunity for counselors to look at the impact that individual lessons/interventions have on overall student growth and development. By outlining specific plans and examining the results, counselors can determine the effectiveness of specific lessons, activities and/or interventions. **Role of Supervision/ School Counselor Performance Standards** All counselors at Central Kings Manor Academy will receive regular supervision relative to three areas: Administrative, Programmatic, and Clinical / Counseling. The purpose is to insure compliance with district-wide policies and the effective delivery of its comprehensive school counseling program and related services. __Administrative Supervision__ – Typically provided by the pupil services director, building principal or their designee. This allows for the district to account for a counselor’s time, attendance and adherence to district policies. Frequency will typically be monthly or as warranted by district needs. __Programmatic Supervision__ – Provided by the district pupil services director or the head counselor in each building. This allows for regular review of the comprehensive counseling program, its components and their effectiveness or appropriateness. This will typically occur within each building on a bi-weekly basis. Additional meetings of the larger school counseling department (district-wide) may be convened – more infrequently – to expedite discussion and dissemination of district-wide changes or issues. __Clinical / Counseling Supervision__ – This is a more direct method of providing constructive feedback on counseling techniques and interventions. New counselors will be paired with a more experienced colleague by the head counselor in each building. The ‘mentor” counselor will allow for more frequent feedback and discussion on the practical application of district and building school counseling curriculum. The head counselor in each building will be responsible for departmental meetings on weekly basis to review specific building issues pertaining to school counseling matters. **Counselor Accountability** In addition to demonstrating how students are changed as a result of our intervention/activities, the counseling staff realizes the importance of being accountable to its stakeholders. There are two main ways, in addition to supervision, that we hold ourselves accountable to the comprehensive school counseling program. First, we use calendars to document how we are spending our time. We strive to distribute our time according to the recommendations set forth in the ASCA National Model (ASCA, 2005). (Refer to Management for calendar examples.)

Second, next year, we will begin completing individual counselor performance appraisals annually. In keeping with ASCA standards, school and departmental missions, the following appraisal form will be used. This form has been downloaded from the ASCA National Model website (http://www.ascanationalmodel.org/).



**Program Audit** A program audit is an evaluation/accountability tool used to assess the current status of the school counseling program relative to ASCA National Standards. They provide a checklist in an outline format to annually measure programming at your specific school. It provides information on how you can improve your comprehensive school counseling program as well as what its current strengths are. Many departments use this as a catalyst for setting goals for the next academic year.

Below is the audit for the current academic year from Central Kings Manor Academy.