2015 Evidence Based School Counseling Conference Summary of Sessions Attended for AzSCA, Inc. Research CommitteeBy Melissa Beverly and Cindy Ruich

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A Structured Format for Individual Counseling with Students at Risk of Academic Failure: Alan Silliker, Lauren Capotorto, Alexandra Kaminsky, Jill Murphy, & Erin

Pruess

• Alan Silliker, School Counselor Educator and two current interns described their work with a local district to assist failing students

• They examined current practice, identified a need, identified a research to design, and implemented an intervention (individual student meetings teaching a modified Student Success Skills Curriculum)

• They discussed challenges to implementing the intervention including fear of change by current counselors and using multiple interns for shorter time periods

• In reviewing the research, they found dosage of the evidence-based intervention was important (i.e. 12 sessions more beneficial than 2 and 8 hours vs. 1.5 hours yielded better results)

Link to the PowerPoint for this session: http://tinyurl.com/ngmonw2

Partnership for Proven Results: A Model Partnership Impacting Academic Achievement and Post-Secondary College-Going: Rebecca Shumacher & Carolyn Stone

• Described a partnership between a large urban district and a graduate school counseling program

• The partnership was designed to address the research suggesting that by 2018, 60% of the workforce will need post-secondary education to obtain employment. In Jacksonville only 38% have a college degree

• The SOAR program for graduate students was created based on social justice, field experiences, practicum, and internships

• Graduate students deliver family nights, financial aid nights, plan college fairs, meet with students in the classroom and individually to provide mentoring and counseling

• The partnership impacted student GPAs, graduation rates, college acceptance rates and scholarships

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Link to the PowerPoint for this session: http://tinyurl.com/q3w4ulq

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Evaluating Implementation Tool Usage for Evidence of Program Fidelity: Karl Squier, Patricia Nailor, & John Carey

• Described how using a toolkit or specific tools can assist in effective school counseling programming and evidence-based practice

• The session used a Construct Based Approach (CBA) to demonstrate the idea of using a toolkit. The CBA approach focuses on four constructs found in a review of 50 years of research; motivation, self-direction, self-knowledge and relationships

• Tools include assessment processes and instruments, data reporting tools, and a student report card

• The following documents were shared:• A Tool Usage Evaluation Exercise that allows school counselors to evaluate the tools they

use• A two page CBA Toolkit Handout • A CBA High school Student-Rated Needs Assessment. It sounded like the presenters are

currently looking for high schools to pilot the CBA approach• Overall, I would need to study the CBA toolkit more to fully understand it

Link to the PowerPoint Presentation: http://tinyurl.com/nc8tk4e

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Student Success Skills: The Process of Engaging with Federal Funding Sources for School Counseling Outcome Research: Linda Webb, John Carey, & Elizabeth Villares

• Three universities partnered to obtain a federal grant to research Student Success Skills using a randomized control trial in two school districts

• The presenters shared a timeline, description of the process, and lessons learned from each phase of the grant, for example,• Make sure you are applying for the correct funding category• Select a team with the correct level of expertise• Follow the RFA as literally as possible (set an outline and timeline)• Estimate the budget on the high end• There can be challenges with district technology

• The presenters initially felt it was impossible to obtain a grant because they were not a level one research institution however this was not the case; it was more a matter of understanding the process, asking questions, and not giving up

Link to the PowerPoint Presentation: http://tinyurl.com/os4xd45

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Making Sense of Your Accountability Data for District Leaders: Chris Sink & Carol Dahir

• Sink described an accountability model with six steps and provided resources to assist in following the steps: Step 1: Clarifying what you want to understand; Step 2: Planning your accountability “study”; Step 3: Choosing a data collection method; Step 4: Gathering data; Step 5: Analyzing and summarizing data; and Step 6: Reporting data

• Sink shared Methods to Accountability Research (Strengths and Weaknesses of each method)• Minimum Competency, Rolling Group Design, and Internal Referencing Strategy

• Dahir shared an action research approach called MEASURE she also shared a one page handout called Mapping that school counselors can keep on their desk to frequently reflect on their work in terms of data

MAPPING Comprehensive School Counseling Program/ASCA Model

School:________________________ Counselor(s) ____________________________________

ASCA Mindsets and Behaviors Domains: Academic___ Career____ Social-Emotional____ Grade Level(s)______ _____________________________

Service/Activity Mindset Standards

Behavior Standards

Grade level/ students involved (delivery; management)

Timeline (management)

Who’s Involved (management)

School Improvement Data

(accountability)

Measurable Outcomes

(accountability)

Delivery Process I C R

I = Individual student planning R = Responsive Services C= Curriculum Tool © C.Dahir (2003; 2009; 2010, 2012, 2014)

MEASURE

Mission, Element, Analyze, Stakeholders-Unite, Results, Educate, A Six-step Accountability Process for School Counselors

Name and Address of School: Principal: Name of Counselor(s) Leading the Initiative: Enrollment: School Demographics: Caucasian/ Non-Hispanic

African American Hispanic

Asian/ Pacific Islander Native American Multi-Racial Free-Reduced lunch English as Second Language Exceptional Student Education/ Special Education STEP ONE: MISSION Mission

Connect your work to your school’s mission in keeping with the ASCA or your state’s comprehensive school counseling model.

Your school or department’s mission statement is:

STEP TWO: ELEMENT Element

What critical data element are you trying to impact? (Examples include: grades; test scores; attendance; promotion rates; graduation rates; postsecondary-going rate; enrollment into honors or AP courses, special education; discipline referral data; etc. What is the baseline for the data element? Where do you hope to move it goal?

Element: Baseline: Goal:

WRITING SMART GOALS

PROMPTS:

What is the Specific issue based on our school’s data?

How will we Measure the effectiveness of our interventions?

How is it Attainable and agreed upon by everyone? What outcome would stretch us but is still

attainable? What strategies will you use? Who needs to be involved?

How will you monitor Results? Is the goal reported in results-oriented data (process,

perception and outcome)?When will our goal be accomplished?

What is the Time frame?

Specific Issue

Measure Effectiveness

Attainable/Agreed Upon

Results

Time-frame

Based on the information above, write a single goal statement sentence below: Example: By the end of the school year, the graduation rate for special education students will increase from 55% to 65%.

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It’s Universal!: A Systematic Approach to Providing Targeted Counseling Services: Marinda Peters

• Described an overview of the Systematic Screening of Behavior Disorders (SSBD) which measures internalizing and externalizing behaviors

• Used in schools for PBIS and RTI this specific tool is for the elementary level

• It is a gated three stage process that allows the school counselor in partnership with teachers and administration to identify specific students that may be in need of interventions using specific tools

• Recommendations of school counseling interventions are provided for identified students with internalizing and externalizing behaviors

https://prezi.com/ctfzr3wh6xz3/copy-of-systematic-screening-for-behavior-disorders-ssbd/

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A Comprehensive Review of School Counseling Policy Research in the United States: 2000-2014:John Carey, Ian Martin, & Betsy Perez

• The researchers presented their paper, a meta-analysis of 37 major policy studies on school counseling:• Introduction, Literature Review, Survey Research, Evaluations of School Counseling

Programs, State Evaluations of School Counseling Practice, Existing Database Investigations of School Counseling, Research Identifying Elements of Exemplary Practice, Evaluation Capacity and Practices and Conclusions and Implications

• Melissa found most interesting and very true in her work the conclusion that the job and scope of the school counselors’ work is unbelievably broad and nearly impossible to master. Specializations may be helpful.

• Cindy found the 1st conclusions and implications surrounding options for school counselor roles and activities interesting (see slide 13)

A REVIEW OF THE MAJOR SCHOOL COUNSELING

POLICY STUDIES IN THE UNITED STATES:

2000-2014John C. CareyThe Ronald H. Fredrickson Center for School Counseling Outcome Research and EvaluationUniversity of Massachusetts, Amherst

Ian MartinCounseling ProgramUniversity of San Diego

The Results of a Randomized Controlled Trial Study of a Group Counseling Intervention to Reduce Suicidality among LGBTQ Youth: Catherine Griffith

• Provided rationale for the group including risk factors for LGBTQ youth and a lack of evidence based group interventions for LGBTQ youth

• Explored impact of an eight-week group on LGBTQ+ older adolescents’ levels of hopefulness, coping skills, and suicidality as compared to LGBTQ+ older adolescents who do not receive the intervention• Three additional exploratory research questions are explored

• Shared instruments used and data analysis• Potential implications/outcomes from group participation:

• Increase hopefulness• Increase positive coping strategies• Increase life attitudes/decrease suicidal ideation and proneness

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Catherine Griffith, Ph.DUniversity of Massachusetts Amherst

Mental Health Awareness In Schools: Strategies For Prevention And Intervention: JP Oehrtman, Jessica Cutshall, & CJ Potter      

• Mental Health in Schools• Mental Health Myths• School Counselor’s Role• Common Mental Disorders Found in Schools

• Depression (3% of children & 8% of adolescents)• Anxiety (10-20% of children)• ADHD (3-7% of students)• Autism Spectrum Disorder (1:143)• Post Traumatic Stress Disorder (4.9% of adolescents)

• Prevention and Intervention Strategies

Mental Health Awareness in Schools: Strategies for

Prevention and Intervention as Part of a Comprehensive School

Counseling Program

J.P. Oehrtman, MA, LSCJessica Cutshall, MA, LPC

C.J. Potter, MA, LPCThe Ohio State University

Aligning The ASCA National Model And Positive Behavioral Interventions And Supports: • Schools Counselors-Supporting Tier 1

• School-wide curriculum, social skills, bully prevention, conflict resolution, transition from MS-HS, character education, academic/career planning, etc.

• Schools Counselor-Supporting Tier 2• Individual counseling• Group counseling• Crisis response• Consulting and collaborating (teachers, parents, community providers)

•Schools Counselor-Supporting Tier 3•Referrals to other providers, appropriate educational placement, complex issues, etc.

•Data collection• Evidence-based practice

Google Drive - Your New Data Collector Bestie!

• Presenters discussed how and why to use e-files on Google Drive to store documents• Continuous access to documents (maternity leave, transition to another school, school dive is lost)• Ability to share with colleagues (lesson plans, needs assessments, pre-post test)

•Data dig: ways to dig into your data using Google Drive•Student and teacher needs assessments-quick easy and instant analysis

• Reviewed the various documents in Google Drive• Microsoft word• Excel• Power Point

http://prezi.com/gk2yku70efmq/?utm_campaign=share&utm_medium=copy&rc=ex0share

Critical Resources To Support School And Community Partnerships: The School Counselor’s Role: Sabri Dogan, David Julian, Colette Dollarhide, Melissa Ross, & Barbara Boone 

• Define non-academic barriers• Consider relationship to academic mission• Review approach to school and community partnerships

• Unfortunately only one of the presenters was able to attend the conference and the PPP was incomplete and did not match the presentation

Critical Resources to Support School and Community Partnerships: The School Counselor’s Role

Sabri Dogan, Doctoral Student, OSU

David Julian, Ph.D., OSU

Evidence-Based School Counseling From An Ecological Perspective: Practical Integration Of Two Innovative Perspectives: George McMahon & Carey Dimmitt 

• Overview of an Ecological Model of School Counseling (EMSC)• Dangers of the Industrial Model of Education

• Learning is linear, time-bound, top-down process, standardized learners• New Paradigm for education and schools

• All aspects of the environment interact and effect each other interdependently and on multiple levels

• Overview of Evidence-Based School Counseling (EBSC) • Using data to prioritize and support SC efforts• Finding programs and interventions that have good evidence of impact• Evaluating outcomes

• Integrating EMSC and EBSC

Evidence Based School Counseling from an Ecological Perspective

H. George McMahon, Ph.D.Carey Dimmitt, Ph.D.

3rd Annual Evidence-Based School Counseling Conference

Erlanger, KYMarch, 2015