Developing, Aligning, and Developing, Aligning, and Assessing Your School Assessing Your School Counseling CurriculumCounseling Curriculum

James E. Guarino, Ed.D.James E. Guarino, Ed.D.Salem (CT) Middle SchoolSalem (CT) Middle School

Arthur W. Lisi, Ph.D.Arthur W. Lisi, Ph.D.Coventry (RI) High SchoolCoventry (RI) High School

ASCA National ConferenceASCA National ConferenceAtlanta, GeorgiaAtlanta, Georgia

July 1, 2008July 1, 2008

Goals of the WorkshopGoals of the Workshop

1.1. Develop an essential school counseling Develop an essential school counseling curriculumcurriculum

2.2. Align the curriculum with ASCA StandardsAlign the curriculum with ASCA Standards

3.3. Identify outcomes by documenting essential Identify outcomes by documenting essential counseling activitiescounseling activities

4.4. Assess student progress toward these outcomes Assess student progress toward these outcomes (standards) by examining data(standards) by examining data

5.5. Evaluate the impact of the counseling programEvaluate the impact of the counseling program

The RI School Counselor Association, to help The RI School Counselor Association, to help counselors develop and organize their school counselors develop and organize their school

counseling program, has published these counseling program, has published these EIGHT RISCA TOOLKITSEIGHT RISCA TOOLKITS

1. Strategic and Annual Planning1. Strategic and Annual Planning2. Essential Counseling Program2. Essential Counseling Program3. School Counseling Data Management3. School Counseling Data Management4. Professional Development Program4. Professional Development Program5. Family and Community Engagement5. Family and Community Engagement6. Program Implementation Management6. Program Implementation Management7. Planning for Results7. Planning for Results8. Individual Student Learning Plans8. Individual Student Learning Plans

Using the RISCAUsing the RISCATOOLKIT APPROACH …TOOLKIT APPROACH …

Answers the question: What do I do tomorrow to Answers the question: What do I do tomorrow to implement a comprehensive school counseling implement a comprehensive school counseling program based on the ASCA National Model?program based on the ASCA National Model?

Provides structured processes, clearly defined Provides structured processes, clearly defined protocols, and easy to use tools to capture and protocols, and easy to use tools to capture and organize the results of your work.organize the results of your work.

Produces quality documentation that can be used to Produces quality documentation that can be used to promote the value of school counseling to student promote the value of school counseling to student success and health of the school community.success and health of the school community.

Appreciation to Dr. Karl Squier, RISCA memberAppreciation to Dr. Karl Squier, RISCA member

Can be accessed at www.rischoolcounselor.orgCan be accessed at www.rischoolcounselor.org

Goal 1:Goal 1:

What Do We Need to Do to Develop a What Do We Need to Do to Develop a School Counseling curriculum?School Counseling curriculum?

Start by identifying the key Start by identifying the key activitiesactivities (informational talks, lessons, classroom (informational talks, lessons, classroom meetings, etc) you are already doing in your meetings, etc) you are already doing in your role as a school counselor.role as a school counselor.

You can create a list of these, but better still You can create a list of these, but better still would be to create a map/blueprint of when would be to create a map/blueprint of when you do these activities, the type of activity and you do these activities, the type of activity and who your audience is.who your audience is.

Brainstorm what you do in delivering your Brainstorm what you do in delivering your essential school counseling programessential school counseling program……

1.1. Counseling Curriculum (what you do to Counseling Curriculum (what you do to include ALL students, such as structured include ALL students, such as structured classroom lessons/presentations, small classroom lessons/presentations, small group activities, etc.)group activities, etc.)

2.2. Individual PlanningIndividual Planning

3.3. Responsive ServicesResponsive Services

4.4. System SupportSystem Support

5.5. Non-counseling activitiesNon-counseling activities

Mapping your Guidance curriculum can be Mapping your Guidance curriculum can be achieved by placing your guidance activities achieved by placing your guidance activities

in ain a

Scope and SequenceScope and Sequence

Scope and sequence shows the progression Scope and sequence shows the progression of interventions/activities throughout the of interventions/activities throughout the school year and across grades.school year and across grades.

Make sure …Make sure …– Sequence of activities is developmentally Sequence of activities is developmentally

appropriateappropriate– Activities, viewed collectively, provide Activities, viewed collectively, provide

students with multiple opportunities to progress students with multiple opportunities to progress toward, and achieve, the ASCA standardstoward, and achieve, the ASCA standards

Elementary School Essential Elementary School Essential Counseling CurriculumCounseling Curriculum

MonthMonth Grade KGrade K Grade 1Grade 1 Grade 2Grade 2 Grade 3Grade 3 Grade 4Grade 4 Grade 5Grade 5

AUGAUG

SEPTSEPT

OCTOCT

NOVNOV

DECDEC

JANJAN

FEBFEB

MARMAR

APRILAPRIL

MAY MAY

JUNEJUNE

SummerSummer

Salem Middle School Essential Counseling Curriculum

Lesson Grade 5 Grade 6 Grade 7 Grade 8

1 Career Inventory/Transition to middle school

Career Inventory/Choices Career Inventory/Choices Career Inventory/Choices

2 Career Fair Career Fair Career Fair Career Fair

3 Career Fair Follow-up Career Fair Follow-up Career Fair Follow-up Career Fair Follow-up

4 Student Success Skills Student Success Skills – Review Session

Student Success Skills – Review Session

Student Success Skills --- Review Session

5 Student Success Skills Understanding the Problem Understanding the Problem Understanding the Problem

6 Student Success Skills Empathy Empathy Empathy

7 Student Success Skills Identifying Feelings Anger Management Anger Management

8 Student Success Skills Anger Management Anger Management Anger Management

9 Student Success Skills Anger Management Problem Solving Problem Solving

10 Empathy Problem Solving Applying Skills – Making a complaint

Applying Skills -- Dealing with put-downs

11 Impulse Control Applying Skills --Bullying Applying Skills --Bullying Transition to High School – Goal Setting

12 Anger Management Applying Skills -- Diffusing a Fight

Applying Skills -- Peer Pressure Transition to High School

Coventry High School Coventry High School Essential Counseling CurriculumEssential Counseling Curriculum

SEPTSEPT Grade 9Grade 9 Grade 12Grade 12

Add/edit Add/edit coursescourses

Prepare school Prepare school profileprofile

Prepare Prepare NECAP, PSAT NECAP, PSAT & ASVAB & ASVAB testing day, testing day, schedules, schedules, room room assignments& assignments& coveragecoverage

Transcripts Transcripts updatedupdated

Schedule adjustmentsSchedule adjustments

Schedule new/transfer Schedule new/transfer students, tour building, students, tour building, get IDsget IDs

Insure 504 Plans Insure 504 Plans distributed to all distributed to all teachers.teachers.

AdvisoryAdvisory: Welcome; : Welcome; highlight scheduling highlight scheduling policies from policies from Handbook. Handbook.

““The Credit Story” – The Credit Story” – pre/post assessmentpre/post assessment

Review CHSReview CHS extracurricular extracurricular activitiesactivities

Schedule adjustmentsSchedule adjustments

Schedule new/transfer students, tour Schedule new/transfer students, tour building, get IDsbuilding, get IDs

Insure 504 Plans distributed to all Insure 504 Plans distributed to all teachers.teachers.

..

AdvisoryAdvisory: Welcome; highlight : Welcome; highlight scheduling policies from Handbook.scheduling policies from Handbook.

LessonLesson: The College Application : The College Application Process & procedures. Pre/Post Process & procedures. Pre/Post assessmtassessmt

Policies re: SAT test in OctPolicies re: SAT test in Oct

Discuss Revolution Prep SAT courseDiscuss Revolution Prep SAT course

Review CHSReview CHS extracurricular activitiesextracurricular activities

What is the School Counseling What is the School Counseling Curriculum?Curriculum?

““The Guidance curriculum consists of The Guidance curriculum consists of structured developmental lessons designed structured developmental lessons designed to assist students in achieving the to assist students in achieving the competencies and is presented competencies and is presented systematically through classroom and group systematically through classroom and group activities, K-12.”activities, K-12.”

- ASCA National Model Workbook (2005)- ASCA National Model Workbook (2005)

The Essential School Counseling The Essential School Counseling CurriculumCurriculum Is One Which… Is One Which…

Is a written instructional program presented Is a written instructional program presented developmentally and comprehensively.developmentally and comprehensively.

It is an event that engages students and personalizes It is an event that engages students and personalizes their learning experience.their learning experience.

Delineates your planned interventions.Delineates your planned interventions. Aligns with ASCA standards in the areas of academic, Aligns with ASCA standards in the areas of academic,

career, and personal/social development.career, and personal/social development. It is capable of generating data on student progress It is capable of generating data on student progress

toward the stated outcomes in the activity and toward toward the stated outcomes in the activity and toward ASCA standards.ASCA standards.

It is (or will be) documented.It is (or will be) documented.

Goal 2Goal 2

Aligning your Curriculum with ASCA StandardsAligning your Curriculum with ASCA Standards

Standards-based education involves the Standards-based education involves the Guidance program as wellGuidance program as well

Do your guidance activities meet the criteria Do your guidance activities meet the criteria of “curriculum” – structured lessons to help of “curriculum” – structured lessons to help all students learn the knowledge, skills, all students learn the knowledge, skills, beliefs and behaviors/attitudes/dispositions?beliefs and behaviors/attitudes/dispositions?

If so, they need to be aligned to ASCA’s If so, they need to be aligned to ASCA’s nine standards and possibly to the eleven nine standards and possibly to the eleven National Career Development Guidelines.National Career Development Guidelines.

What Does It Mean to be Standards-Based?

A standard is a target that we shoot for—a result we hope to achieve. Student standards are the results we want students to achieve through their participation in the counseling program.

What Does Standards-based Mean?

Clearly identifying the results we want students to achieve that are aligned with educational and workplace requirements.

Having high expectations for all students. High standards without high expectations are meaningless.

Delivering quality opportunities for students to learn how to achieve the results.

Providing meaningful opportunities for students to demonstrate what they know and are able to do as a result of what we have taught them.

Gathering evidence that students are progressing toward or achieving the standards.

What Evidence Do We Want to Gather about Student Progress towards Standards?

To demonstrate the impact of the school counseling program, we need to be able to show that students have successfully:

Acquired relevant knowledge.

Developed appropriate skills (skill is the ability to do).

Adopted attitudes and behaviors that lead to success.

Applied their knowledge, skills and attitude in meaningful ways to real-life contexts.

Multiple Sets of Standards

This exercise identifies a variety of student standards and competencies that are relevant to a K-12 school counseling program. The ASCA standards are the primary set of standards that counselors help students achieve. These are closely linked with the National Career Development Guidelines as career development is an integral part of the counselors’ mission. Along with the SCANS competencies and the RI Applied Learning Standards, counselors have an important role to play in ensuring that all students finish high school capable of making informed decision regarding their post-secondary options. The RI High School Diploma System further delineates requirements students must meet to graduate. School counselors must demonstrate how they help students to meet these requirements.

ASCA Counseling Standards

Standards

Academic A Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Academic B Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

Academic C Students will understand the relationship of academics to the world of work, and to life at home and in the community.

Career A Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Career B Students will employ strategies to achieve future career success and satisfaction.

Career C Students will understand the relationship between personal qualities, education and training, and the world of work.

Personal/Social A Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

Personal/Social B Students will make decisions, set goals, and take necessary action to achieve goals.

Personal/Social C Students will understand safety and survival skills.

[Source, ASCA National Model (2005)]

National Career Development Guidelines

Educational Achievement and Lifelong Learning Domain (ED)

ED1—Attain educational achievement and performance levels needed to reach your personal and career goals.

ED2—Participate in ongoing, lifelong learning experiences to enhance your ability to function effectively in a diverse and changing

Personal Social Development Domain (PS)

PS1—Develop understanding of self to build and maintain a positive self-concept.

PS2—Develop positive interpersonal skills including respect for diversity.

PS3—Integrate growth and change into your career development.

PS4—Balance personal, leisure, community, learner, family and work roles.

economy.

Career Management Domain (CM)

CM1—Create and manage a career plan that meets your career goals.

CM2—Use a process of decision-making as one component of career development.

CM3—Use accurate, current and unbiased career information during career planning and management.

CM4—Master academic, occupational and general employability skills in order to obtain, create, maintain and/or advance your employment.

CM5—Integrate changing employment trends, societal needs and economic conditions into your career plans.

Goal 3Goal 3

Identifying Outcomes and Identifying Outcomes and Documenting Each ActivityDocumenting Each Activity Identifying outcomes/assessing needs is a key step even if Identifying outcomes/assessing needs is a key step even if

you have existing activities in your curriculumyou have existing activities in your curriculum Documenting essential counseling curriculum is an Documenting essential counseling curriculum is an

important step in building counselor capacity for changeimportant step in building counselor capacity for change It enables counselors to reflect – and build -on best It enables counselors to reflect – and build -on best

practicespractices Allows counselors to reconsider what concrete results Allows counselors to reconsider what concrete results

they want students to achievethey want students to achieve Insures that detailed documentation gives other Insures that detailed documentation gives other

counselors information to successfully conduct the counselors information to successfully conduct the activity.activity.

Documentation means creating Documentation means creating School Counseling Lesson PlansSchool Counseling Lesson Plans

Title your activity – it can be referenced, Title your activity – it can be referenced, catalogued, and becomes a part of your guidance catalogued, and becomes a part of your guidance curriculumcurriculum

Give yourself credit!Give yourself credit! Grade levelGrade level MaterialsMaterials Collaboration required? Helpful?Collaboration required? Helpful? ASCA and National Career Development ASCA and National Career Development

Standards utilizedStandards utilized What results do we expect from the students?**What results do we expect from the students?**

Lesson Plans (continued)Lesson Plans (continued)

What preparations do we need to make?What preparations do we need to make? What resources do we need?What resources do we need? How many sessions are there?How many sessions are there? What are the “action steps” and who is What are the “action steps” and who is

responsible for each step?responsible for each step? Attach any worksheets.Attach any worksheets.

Anger Management By: Tifany David

Students: Grade 2 Sessions: Multiple sessions

ASCA Counseling Standards Addressed

A-A A-B A-C C-A C-B C-C PS-A PS-B PS-C

X X X

National Career Development Guidelines Addressed

ED1 ED2 CM1 CM2 CM3 CM4 CM5 PS1 PS2 PS3 PS4

Results

Results Statements (As a result of participating in

this activity, students will:)

How Students Will Demonstrate Progress Toward Results

Assessments Used With Each

Result Statement

1 -Acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Discuss the meaning of anger. Identify what makes us angry.

Class List

2 - Make decisions, set goals and take necessary action to achieve goals.

Discuss our anger triggers and discuss how we can cope with that anger in a positive way.

Class discussion of the procedures, along with the class list.

3 - Understand safety and survival skills. Discuss why it is important to mange our anger in a safe way.

Class discussion and practice.

Preparations

Complete the following preparations prior to introducing the activity to student

Session Step Responsibility Action Steps

1 1 Counselor Write the word anger on the board.

1 2 Counselor Ask the students to think about what anger is.

1 3 Counselor Ask the students to think about why it is important to learn about and discuss anger. Discuss that anger is a natural emotion and it is ok to feel anger. Discuss that how we respond to anger is what gets us into trouble sometimes.

1 4 Counselor and Students

Compile a list of what anger is.

1 5 Counselor and Students

Discuss each item mentioned.

1 6 Counselor and Students

Compile a list of what makes the students angry.

1 7 Counselor and Students

- Discuss each item mentioned.

1 8 Counselor - Ask students to think of the ways that they respond to the things that make them angry.

1 9 Counselor and Students

Discuss the way that they respond to angry situations.

1 10 Counselor Explain to the students that they are going to watch a video on anger management.

1 11 Counselor Show video

1 12 Counselor and Students

When the video has ended, ask the children what they learned from the video.

1 13 Counselor Record the answers on chart paper.

1 14 Counselor and Students

Discuss the list, and ask if any of the positive reactions in the video may be something that they could try doing.

Freshman Advisory: The Credit StoryFreshman Advisory: The Credit Story

Graduation RequirementsGraduation Requirements: : 1) A minimum of 24 credits required including the following (most will earn 28 credits.)1) A minimum of 24 credits required including the following (most will earn 28 credits.)

– 4 credits in English4 credits in English– 4 credits in Math (or a math related class such as accounting, physics, etc)4 credits in Math (or a math related class such as accounting, physics, etc)– 3 credits in Science3 credits in Science– 3 credits in Social Studies (including America & the World 2 and 3)3 credits in Social Studies (including America & the World 2 and 3)– 2 years of a world language (or literacy/reading if recommended)2 years of a world language (or literacy/reading if recommended)– 2 credits in physical education/health (must pass PE every year)2 credits in physical education/health (must pass PE every year)– .5 credits in the visual, performing or fine arts.5 credits in the visual, performing or fine arts– .5 credits in computer literacy/technology.5 credits in computer literacy/technology– The remaining 5 credits come from electives, Career and Technical programs, etc.The remaining 5 credits come from electives, Career and Technical programs, etc.

2) Demonstration of Proficiency (what we call “PBGRs”) through each of the following:2) Demonstration of Proficiency (what we call “PBGRs”) through each of the following:– Capstone Project (a research and exhibition project) Capstone Project (a research and exhibition project) – Electronic Portfolio (which includes tasks assigned in every class)Electronic Portfolio (which includes tasks assigned in every class)

What is a credit?What is a credit? Any course that meets for a full year (FY on your schedule) in worth 1 credit, such as:Any course that meets for a full year (FY on your schedule) in worth 1 credit, such as:

Lesson Plan is written in terms of Lesson Plan is written in terms of RESULTS!!RESULTS!!

What are the outcomes we want students to What are the outcomes we want students to achieve as a result of participating in the achieve as a result of participating in the particular learning experience?particular learning experience?

Define concrete results that are observable Define concrete results that are observable and measurable.and measurable.

RESULTS Statements are important RESULTS Statements are important because they…because they…

Insure that ALL students receive the benefit of the Insure that ALL students receive the benefit of the counseling curriculumcounseling curriculum

Insures that we – like all educators – are involved in Insures that we – like all educators – are involved in observing and measuring learning against a standard observing and measuring learning against a standard

Aligned with ASCA National Standards, thus Aligned with ASCA National Standards, thus designed to help students achieve all 9 standards;designed to help students achieve all 9 standards;

Provide student with opportunities to demonstrate Provide student with opportunities to demonstrate what the student knows and can do – especially in a what the student knows and can do – especially in a performance-based environment performance-based environment – multiple opportunities to learnmultiple opportunities to learn– multiple opportunities to apply (practice) multiple opportunities to apply (practice) – multiple opportunities demonstrate the learningmultiple opportunities demonstrate the learning

Examples of Meaningful Results Statements

A Results Statement begins with an action verb.

An action verb is something students do that produces results that are observable and measurable.

that produces results An action verb

is something students do

Processes [Students

learn and apply]

Products [Students produce]

which are observable and measurable

Sample Academic Results

Statement [Students will:]

Sample Career Results

Statement [Students will:]

Sample Personal/

Social Results Statement

[Students will:]

Analyze

or

evaluate

Break something down into its essential components

Apply steps in critical analysis/evaluation

Draw conclusions

Make recommendations

Document and report results

Steps in conducting analysis/ evaluation

Oral or written report

Criteria checklist and/or rubric on conducting analysis/evaluation can be used to determine a student’s awareness of steps in analysis/evaluation.

Rubric for drawing conclusions, making recommendations and reporting results).

Pre and post survey on student knowledge about analysis/ evaluation process.

Analyze/ evaluate requirements for selected college and/or careers.

Analyze/ evaluate job market information to determine earning potential for selected careers.

Analyze/ evaluate the causes of, and remedies for, bullying and how it impacts their life and learning.

Analyze/ evaluate their current and projected capacity for meeting the requirements.

Identify and describe

Give a name or label to some thing

Describe its essential characteristics

Provide examples of how it acts in relation to other things

Steps in identifying and describing

List of names and associated characteristics

Narrative descriptions of how process is used in a variety of situations.

Criteria checklist and/or rubric can be used to determine a student’s awareness of steps in the identification and description process.

Pre- and post-survey of student knowledge about identifying and describing requirements for process.

Identify and describe requirements for graduation

Identify and describe knowledge/skill requirements for selected careers.

Identify and describe requirements for a personal safety plan.

Other Examples of Meaningful Results Statements

Other Examples of Meaningful Other Examples of Meaningful Results StatementsResults Statements

Academic Career Personal/Social As a result of participating in the Essential Counseling Curriculum, students will:

Apply skills required for academic success (e.g., study, problem solving, higher order thinking, decision makings, time management, test taking, cooperative learning).

Defines cheating and its consequences. Make informed decisions regarding

postsecondary opportunities. Develop plans to meet educational goals. Identify sources for scholarships and

complete applications for financial assistance.

Produce personal resumes. Reflect on progress made and areas for

improvement. Effectively utilize their planners and

schedules.

Describe the relationship between school, personal interests and abilities, and work.

Complete an interest inventory. Use the results of an interest inventory to

identify explore educational and employment opportunities.

Develop plans to meet career goals. Describe connections between educational

and potential earnings. Describe the importance of community

service and social responsibility. Participate in community services (e.g.,

food drive).

Apply skills required for personal/ social success (e.g., conflict resolution, stress reduction, personal safety, peer mediation).

Establish meaningful interactions with counseling staff.

Recognize feelings of one’s self and others. Define bullying and its consequences. Describe strategies for addressing bullying

and give examples of how they can be applied.

Identify their personality type and describe how different types affect behavior and learning.

Identify their personal learning style and describe how it affects their learning.

Define the dynamics of peer pressure and how it influences their personal decisions.

Goal 4Goal 4

Assessing the Learning: How do we know Assessing the Learning: How do we know that a student has successfully achieved the that a student has successfully achieved the outcomeoutcome?? Tied to the specific results that we have identified for that Tied to the specific results that we have identified for that

activity.activity. Identify criteria that specifies what kind of compelling Identify criteria that specifies what kind of compelling

evidence that will tell us that the student has met the evidence that will tell us that the student has met the outcome.outcome.

If fixing a car (CTE), it is easier to see if the outcome If fixing a car (CTE), it is easier to see if the outcome (changing oil, fixing a flat) has been met – not as easy to (changing oil, fixing a flat) has been met – not as easy to gauge outcomes/results of guidance instructiongauge outcomes/results of guidance instruction

Pre-post measures are one way to assess student learningPre-post measures are one way to assess student learning Assessing student progress toward an outcome/standard, Assessing student progress toward an outcome/standard,

AND assessing the impact of implementing your counseling AND assessing the impact of implementing your counseling program are both crucial program are both crucial

The Credit Story – What Do You The Credit Story – What Do You Know??Know??

Please take this short survey to see how much you know about Coventry High School’s promotion and graduation policies. Please mark your answers in the left column under the heading “Pre”. We will re-administer this survey after The Credit Story lesson.

PrePre PostPost

1. How many credits does a student usually take in a year?1. How many credits does a student usually take in a year?

2. A semester class is worth how many credits?2. A semester class is worth how many credits? 3. You need this many credits to graduate. 3. You need this many credits to graduate.

4. If you don’t earn this many credits, you cannot become a 4. If you don’t earn this many credits, you cannot become a sophomore sophomore

5. All your high school courses and credits are recorded 5. All your high school courses and credits are recorded on this on this

Looking for Results – Looking for Results – Data for Systemic ChangeData for Systemic Change

Attendance dataAttendance data Classroom cutsClassroom cuts Disciplinary ratesDisciplinary rates SAT/ACT participation, scoresSAT/ACT participation, scores State and other assessment scoresState and other assessment scores Parental involvementParental involvement School culture and climate surveysSchool culture and climate surveys Peer relationships resultsPeer relationships results Graduation/Retention/Drop-out ratesGraduation/Retention/Drop-out rates Honors/AP classes enrollmentHonors/AP classes enrollment Other results-based data elementsOther results-based data elements

Goal 5Goal 5

Evaluating Your Counseling CurriculumEvaluating Your Counseling Curriculum

Are your counseling curriculum activities/lesson plans…Are your counseling curriculum activities/lesson plans…

For all students?For all students? Organized, planned and written?Organized, planned and written? Sequential and flexible?Sequential and flexible? An integral part of the educational process?An integral part of the educational process? Opportunities to collaborate with teachers and other staff?Opportunities to collaborate with teachers and other staff? Helping students learn more effectively in all three domains?Helping students learn more effectively in all three domains? Using data to help us assess our program:Using data to help us assess our program:

– Did we do it? (process data) Did we do it? (process data) – Does it appear that things went well? (perception data) Does it appear that things went well? (perception data) – How well did we do it? (results data – actual learning, change has happened).How well did we do it? (results data – actual learning, change has happened).

CSCOR is conducting research on the impact of states’ counseling programsCSCOR is conducting research on the impact of states’ counseling programs We have made a difference in students’ lives…We have made a difference in students’ lives…

For More InformationFor More Information

For Toolkit information, forms, procedures, For Toolkit information, forms, procedures, hints, etc., visit the RISCA Website at hints, etc., visit the RISCA Website at www.rischoolcounselor.org

Arthur Lisi, Arthur Lisi, alisi7@cox.net

Jim Guarino, Jim Guarino, jaguar1@cox.net