VoluMe 16, nuMBer 1 | asca 71
SCHOOL
COUNSELORS:
CLOSING ACHIEVEMENt
GAPS ANd
wRItING RESULtS
REPORtS
Charged with closing the achievement gap
for marginalized students, school counselors
need to be able to identify gaps, develop
interventions, evaluate effectiveness, and
share results. This study examined100
summary results reports submitted by school
counselors after having received four days
of training on the ASCA National Model.
Findings indicate that school counselors
were able to identify gaps and develop
interventions but needed additional training
to evaluate outcomes and report findings.
Charged with closing the achievement gap for underserved and marginalized students, today’s professional school counselors must demonstrate that their school counseling program is making a difference and closing gaps in achievement (American School Counselor Associa-tion [ASCA], 2012; Educa-tion Trust, 2003). School counselors are aware that not all students have the same
resources; therefore, they must
analyze data to discover inequities,
develop programs or interventions to
address these inequities, and measure
their results to determine the effective-
ness of the programs or interventions
(ASCA, 2012). By documenting how
the school counseling program is help-
ing to narrow the achievement gap
with school counseling interventions,
school counselors are moving “from
the periphery of the school’s mission
to a position where the educational
community views [school counselors]
as critical to student success” (ASCA,
2005, p. 53).
School counselors must receive
training in order to implement
data-driven comprehensive school
counseling programs (Dimmit,
Carey & Hatch, 2007). Wilkerson
and Eschbach (2009) found that
graduate students in school counsel-
ing programs perceived themselves
as better prepared to implement the
ASCA National Model (ASCA, 2012)
after receiving training developed by
the Education Trust. School coun-
selors need to receive training on the
ASCA National Model just as teach-
ers receive professional development
when new concepts are introduced
(Dahir, Burnham, & Stone, 2009).
Although comprehensive developmen-
tal programs were first implemented
in the 1970s, the data skills needed to
Julie hartline is a school counseling and
advisement consultant with Cobb County
School District. E-mail [email protected]
cobbk12.org debra C. Cobia is associate
dean of the College of Education,
University of West Georgia, Carrollton, Ga.
http://crossmark.crossref.org/dialog/?doi=10.1177%2F2156759X1201600109&domain=pdf&date_stamp=2018-02-15
72 asca | Professional school counseling
implement a comprehensive program
are not taught in all school counselor
education programs. Consequently, the
need exists for training and opportuni-
ties for professional development for
practicing school counselors in the
understanding and implementation
of a comprehensive s.
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREs
Collaborative inquiry
Ontario Focused intervention Partnership
The Teaching-Learning Critical Pathway (TLCP) is a promising model used to organize actions for teaching and student learning. The basic idea of the pathway is that when classroom practice is examined collaboratively.
it leads to increased student achievement for all. The Ontario approach is based on collaborative inquiry that involves new ways of working together (Ontario Ministry of Education, 2007b).
In Ontario, the critical learning instructional path was adapted and used with over 800 low-performing schools to provide targeted, nonpu- nitive, and transparent support called the Ontario Focused Intervention Partnership (OFIP). The results were dramatic, with fewer than 100 schools designated as poor performing after three years of use.
The process involves four key steps (see Figure 3.3):
Assess:
A group of teachers, usually a grade team, gathers evidence of current student achievement to identify areas of need. They iden- tify curriculum standards related to that need and review current instructional practices. Together, they design a common assessment that will be administered at the conclusion of the six-week learning cycle.
Plan:
The team develops a six-week learning block based on the standards and selects high-yield instructional strategies. If needed, they engage in professional learning targeted to the identified needs.
Collaborative inquiry: Four Key steps
Act:
The team implements the learning design in their classrooms. Teachers select students to watch as “markers” and will share their progress with the grade team. Teachers monitor both the appropriateness of the instruction and the progress of students. They provide scaffolding and adjustments as needed over the six weeks. They administer the common assessment as a culminat- ing task and collect samples of student work.
Reflect:
In the final stage, the team conducts a teacher moderation cycle using the collected samples of work. Teachers collaboratively assess student work for the “marker” students and identify next steps needed in the student learning. These strategies can usu- ally be applied to groups of students. Next, the team engages in reflection to determine the effectiveness of the learning design and the high-yield strategies chosen and the next steps needed to deepen learning. Ways to support students who were not yet successful are identified, and the data on the learning design and student learning feed into the next six-week cycle.
The power of this model has been to focus transparently on a clear target in a way that motivates and builds capacity across the school. The provincial support included training in the processes and facilitation and fostered a sense of partnership to achieve a common goal of increased student achievement. Teachers, superintendents, and teacher-leaders describe the process as highly challenging but also as the best profession ...
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREs
Collaborative inquiry
Ontario Focused intervention Partnership
The Teaching-Learning Critical Pathway (TLCP) is a promising model used to organize actions for teaching and student learning. The basic idea of the pathway is that when classroom practice is examined collaboratively.
it leads to increased student achievement for all. The Ontario approach is based on collaborative inquiry that involves new ways of working together (Ontario Ministry of Education, 2007b).
In Ontario, the critical learning instructional path was adapted and used with over 800 low-performing schools to provide targeted, nonpu- nitive, and transparent support called the Ontario Focused Intervention Partnership (OFIP). The results were dramatic, with fewer than 100 schools designated as poor performing after three years of use.
The process involves four key steps (see Figure 3.3):
Assess:
A group of teachers, usually a grade team, gathers evidence of current student achievement to identify areas of need. They iden- tify curriculum standards related to that need and review current instructional practices. Together, they design a common assessment that will be administered at the conclusion of the six-week learning cycle.
Plan:
The team develops a six-week learning block based on the standards and selects high-yield instructional strategies. If needed, they engage in professional learning targeted to the identified needs.
Collaborative inquiry: Four Key steps
Act:
The team implements the learning design in their classrooms. Teachers select students to watch as “markers” and will share their progress with the grade team. Teachers monitor both the appropriateness of the instruction and the progress of students. They provide scaffolding and adjustments as needed over the six weeks. They administer the common assessment as a culminat- ing task and collect samples of student work.
Reflect:
In the final stage, the team conducts a teacher moderation cycle using the collected samples of work. Teachers collaboratively assess student work for the “marker” students and identify next steps needed in the student learning. These strategies can usu- ally be applied to groups of students. Next, the team engages in reflection to determine the effectiveness of the learning design and the high-yield strategies chosen and the next steps needed to deepen learning. Ways to support students who were not yet successful are identified, and the data on the learning design and student learning feed into the next six-week cycle.
The power of this model has been to focus transparently on a clear target in a way that motivates and builds capacity across the school. The provincial support included training in the processes and facilitation and fostered a sense of partnership to achieve a common goal of increased student achievement. Teachers, superintendents, and teacher-leaders describe the process as highly challenging but also as the best profession ...
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
Directions Please answer the discussion questions in 150 words eaAlyciaGold776
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
Inclusive Practices in Large Urban Inner-City Schools: School Principal Involvement in Positive Behavior Intervention Programs by Dr. Michael G. Richards, Dr. Evangeline Aguilera, Dr. Elizabeth T. Murakami, Dr. Christine A. Weiland - Published in NATIONAL FORUM JOURNALS (Founded 1982) Dr. William Allan Kritsonis, Editor-in-Chief
Article published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 32(4) 2014
ECE 312AssessmentThree important characteristics of IlonaThornburg83
ECE 312
Assessment
Three important characteristics of effective program assessment practices include: defining quality as a continuum rather than a finish line, creating a program assessment process that looks at the entire program (including administrative functions), and including the input of all stakeholders in the program assessment process.
In this discussion forum, you will focus on defining quality as a continuum rather than a finish line. This means, as the director, you should constantly be improving your program and facility. Based on your completed philosophy and vision statements from Week 1, Discussion 1, describe what this assessment characteristic will mean to you and your center. Be sure to specify the age group you will focus on (infants, toddlers, or preschoolers).
Include the following:
a. State the philosophy and vision of your center (including a short description).
b. Name the assessment characteristic and give a short description of what it means to you as the director.
c. Explain how this characteristic will be applied to your chosen program (including the steps you will take to ensure that continuous quality is comprehensively included in your assessment plan).
d. Describe your next steps. Explain the direction you would like your center to take to ensure continuous improvement.
Below is week 1 Discussion 1:
Mission
A non-profit organization whose aim is to ensure that young children are physically, emotionally and spiritually equipped so that they can grow to be strong and resourceful people in the society. We strive to ensure children get the best childhood experiences by making learning fun and interesting.
Philosophy
The organization was opened in May 2018 to provide an environment where young children would be instilled values at a tender age in preparation for their future. We are also working towards identifying children talents and growing them. This will be achieved through holding talent shows and games open days where both parents and their young ones will participate. Our teachers have also gone through severe training on how to handle children and ensure they bring out the best in them.
Vision
To raise a talented, hardworking and respectful generation by knowing, understanding and empowering every child.
ECE 203
Developmentally Appropriate Assessment [WLOs: 1, 2] [CLOs: 1, 2, 3]
According to Jaruszewicz (2019), a primary goal of a developmentally appropriate approach to assessment is to inform practices so that the curriculum you implement matches the developmental needs and interests of the children in your classroom. As part of our ability to effectively assess and utilize those assessments, it is important to remember that informal assessments are a key part of the assessment process in early childhood education. Informal assessments must match our curriculum goals, should actively involve children and families, focus on change and gr ...
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
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Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
Directions Please answer the discussion questions in 150 words eaAlyciaGold776
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
Inclusive Practices in Large Urban Inner-City Schools: School Principal Involvement in Positive Behavior Intervention Programs by Dr. Michael G. Richards, Dr. Evangeline Aguilera, Dr. Elizabeth T. Murakami, Dr. Christine A. Weiland - Published in NATIONAL FORUM JOURNALS (Founded 1982) Dr. William Allan Kritsonis, Editor-in-Chief
Article published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 32(4) 2014
ECE 312AssessmentThree important characteristics of IlonaThornburg83
ECE 312
Assessment
Three important characteristics of effective program assessment practices include: defining quality as a continuum rather than a finish line, creating a program assessment process that looks at the entire program (including administrative functions), and including the input of all stakeholders in the program assessment process.
In this discussion forum, you will focus on defining quality as a continuum rather than a finish line. This means, as the director, you should constantly be improving your program and facility. Based on your completed philosophy and vision statements from Week 1, Discussion 1, describe what this assessment characteristic will mean to you and your center. Be sure to specify the age group you will focus on (infants, toddlers, or preschoolers).
Include the following:
a. State the philosophy and vision of your center (including a short description).
b. Name the assessment characteristic and give a short description of what it means to you as the director.
c. Explain how this characteristic will be applied to your chosen program (including the steps you will take to ensure that continuous quality is comprehensively included in your assessment plan).
d. Describe your next steps. Explain the direction you would like your center to take to ensure continuous improvement.
Below is week 1 Discussion 1:
Mission
A non-profit organization whose aim is to ensure that young children are physically, emotionally and spiritually equipped so that they can grow to be strong and resourceful people in the society. We strive to ensure children get the best childhood experiences by making learning fun and interesting.
Philosophy
The organization was opened in May 2018 to provide an environment where young children would be instilled values at a tender age in preparation for their future. We are also working towards identifying children talents and growing them. This will be achieved through holding talent shows and games open days where both parents and their young ones will participate. Our teachers have also gone through severe training on how to handle children and ensure they bring out the best in them.
Vision
To raise a talented, hardworking and respectful generation by knowing, understanding and empowering every child.
ECE 203
Developmentally Appropriate Assessment [WLOs: 1, 2] [CLOs: 1, 2, 3]
According to Jaruszewicz (2019), a primary goal of a developmentally appropriate approach to assessment is to inform practices so that the curriculum you implement matches the developmental needs and interests of the children in your classroom. As part of our ability to effectively assess and utilize those assessments, it is important to remember that informal assessments are a key part of the assessment process in early childhood education. Informal assessments must match our curriculum goals, should actively involve children and families, focus on change and gr ...
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
1. VoluMe 16, nuMBer 1 | asca 71
SCHOOL
COUNSELORS:
CLOSING ACHIEVEMENt
GAPS ANd
wRItING RESULtS
REPORtS
Charged with closing the achievement gap
for marginalized students, school counselors
need to be able to identify gaps, develop
interventions, evaluate effectiveness, and
share results. This study examined100
summary results reports submitted by school
counselors after having received four days
of training on the ASCA National Model.
Findings indicate that school counselors
were able to identify gaps and develop
interventions but needed additional training
to evaluate outcomes and report findings.
Charged with closing the achievement gap for underserved and
marginalized students, today’s professional school counselors
must demonstrate that their school counseling program is
making a difference and closing gaps in achievement (American
School Counselor Associa-tion [ASCA], 2012; Educa-tion
Trust, 2003). School counselors are aware that not all students
have the same
resources; therefore, they must
analyze data to discover inequities,
2. develop programs or interventions to
address these inequities, and measure
their results to determine the effective-
ness of the programs or interventions
(ASCA, 2012). By documenting how
the school counseling program is help-
ing to narrow the achievement gap
with school counseling interventions,
school counselors are moving “from
the periphery of the school’s mission
to a position where the educational
community views [school counselors]
as critical to student success” (ASCA,
2005, p. 53).
School counselors must receive
training in order to implement
data-driven comprehensive school
counseling programs (Dimmit,
Carey & Hatch, 2007). Wilkerson
and Eschbach (2009) found that
graduate students in school counsel-
ing programs perceived themselves
as better prepared to implement the
ASCA National Model (ASCA, 2012)
after receiving training developed by
the Education Trust. School coun-
selors need to receive training on the
ASCA National Model just as teach-
ers receive professional development
when new concepts are introduced
(Dahir, Burnham, & Stone, 2009).
Although comprehensive developmen-
tal programs were first implemented
in the 1970s, the data skills needed to
3. Julie hartline is a school counseling and
advisement consultant with Cobb County
School District. E-mail [email protected]
cobbk12.org debra C. Cobia is associate
dean of the College of Education,
University of West Georgia, Carrollton, Ga.
http://crossmark.crossref.org/dialog/?doi=10.1177%2F2156759
X1201600109&domain=pdf&date_stamp=2018-02-15
72 asca | Professional school counseling
implement a comprehensive program
are not taught in all school counselor
education programs. Consequently, the
need exists for training and opportuni-
ties for professional development for
practicing school counselors in the
understanding and implementation
of a comprehensive school counseling
program based on the ASCA National
Model. Unfortunately, such opportuni-
ties still are not widely available (Dim-
mitt et al., 2007).
Within a comprehensive, data-driv-
en program, school counselors deliver
intentional guidance interventions,
also referred to as “closing the gap”
activities, and measure the impact of
these interventions on student achieve-
ment via the linkage between change
in attitude, skill, and/or knowledge
and the change in achievement or
4. achievement-related data (Dimmitt
et al., 2007, p 39; Hatch & Holland,
2004). The basic idea behind closing
the gap or intentional guidance is that
“some kids need more” (Dimmitt et
al., 2007, p 39; Hatch & Holland,
2004). To determine equity issues
within the school, school counselors
must disaggregate and examine school
data (Dimmitt et al., 2007; Hatch
& Holland, 2004). Once he or she
identifies gaps, the school counselor
provides counseling interventions for
under-performing groups of students
to close the gaps. School counselors
document the results of closing the
gap interventions via the causal link-
ages of change in achievement and
achievement-related data (ASCA,
2012), and this evaluation provides
valuable information as to whether
the intervention narrowed the achieve-
ment gap and whether the interven-
tion should be continued, modified, or
discontinued (Dimmit et al., 2007). It
is imperative for today’s professional
school counselor to perform inten-
tional guidance activities and to collect
data to demonstrate that gaps in the
areas of achievement, opportunity, and
information have been closed for all
students (Dahir et al., 2009).
The purpose of this study was to
determine whether school counselors
5. who had been trained to implement
data-driven, comprehensive school
counseling programs based on the
ASCA National Model were able to
design, implement, and evaluate an
intentional intervention to close an
achievement gap for a specific group
of students in their schools. This study
also sought to determine in what
ways, if any, the academic success of
students was improved as a result of
the implemented interventions.
mEthod
The first author conducted a qualita-
tive examination of school counselor
closing the gap reports in order to
determine whether school counselors
were able to design, implement, and
evaluate an intentional intervention to
close the achievement gap for a spe-
cific group of students in their schools
after having participated in four days
of training. This section presents the
training process, participants, proce-
dures, and data collection and analysis
procedures.
ASCA National Model training
A four-day training regarding the
components of comprehensive school
counseling programs based on the
ASCA National Model (ASCA, 2012)
was provided for all K-12 school
6. counselors and at least one adminis-
trator from 116 schools in a subur-
ban district of a large metropolitan
area in the Southeast. The schools
included 18 high schools, 26 middle
schools, and 72 elementary schools.
Approximately 300 school counselors
and a minimum of 116 administra-
tors made up 116 school counseling
teams; each team was required by the
district school counseling supervisor
to attend all four days of training. One
third of the schools received training
each academic year over a three-year
period from 2007-2008 to 2009-2010.
Although the objectives of the train-
ing remained consistent from year to
year, some modifications were made
to training procedures (e.g., including
more peer examples in years two and
three and the order in which topics
were presented).
During the first day of training, the
school counseling teams developed
mission statements and statements of
philosophy, cross-walked the ASCA
National Standards (ASCA, 2004),
established program goals, discussed
the use of calendars in the manage-
ment of programs, were introduced
to data concepts, and examined their
own school data to determine criti-
cal areas of need. Further, teams were
asked to identify at least one gap in
achievement within their schools and
7. to discuss potential interventions to
close the gap.
Following day one of training, par-
ticipants attended a two-day work-
shop conducted by Dr. Trish Hatch,
co-author of the ASCA National
Model (ASCA, 2012). Dr. Hatch’s
training focused on the components
of the ASCA National Model, data
concepts, guidance curriculum action
plans, intentional guidance action
plans, results reports, and advocacy.
An additional day of training later in
the academic year covered the estab-
lishment of an advisory council; the
development of management agree-
ments; the integration of technology
via the utilization of an online calen-
dar; the time analysis tool of School
Counselor Accountability and Task
tOdAy’S PROFESSIONAL SCHOOL COUNSELORS
MUSt dEMONStRAtE tHAt tHEIR SCHOOL
COUNSELING PROGRAM IS MAkING A dIFFERENCE
ANd CLOSING GAPS IN ACHIEVEMENt.
VoluMe 16, nuMBer 1 | asca 73
Analysis Program (SCAATAP); other
technology programs such as Excel;
a discussion of the Georgia Keys
(Georgia Department of Education,
8. 2010), which provides a framework
for Georgia schools to make improve-
ments; and the process of applying to
become a Recognized ASCA Model
Program (RAMP). RAMP is a desig-
nation given by the American School
Counselor Association that recognizes
exemplary data-driven, comprehensive
school counseling programs.
Procedures
Once trained, each school counseling
team was expected to provide a clos-
ing the gap intervention annually and
to write a closing the gap summary
results report that identified the gap
targeted for change, the intervention
implemented to close the gap, and
a measure of the effectiveness of the
intervention using the results report
template provided by the district (see
Appendix A). These reports were sub-
mitted to the district school counseling
supervisor who shared the outcomes
with the district superintendent and
other stakeholders who provided
support for the training. One hundred
school teams submitted 33 reports in
August 2009 and 67 reports in August
2010. Sixteen trained school teams
out of 116 failed to submit reports in
years 2009 and 2010; therefore, 100
closing the gap summary reports were
analyzed for this study.
The first author, who was a prac-
9. ticing school counselor and the lead
school counselor at a high school in
the district, was asked by the district
level supervisor to co-train the school
counselors in the district during the
2008-2009 and 2009-2010 academic
years after her program became the
first in the district to receive RAMP
in the spring of 2008. Both the first
author and the district level supervisor
were interested in the effectiveness of
the training. The first author assumed
primary responsibility for evaluating
the results reports, which the teams
were required to submit to the district
in August 2009 and 2010, to deter-
mine whether school teams were able
to design, implement, and evaluate
a closing the gap intervention after
having received training. The first au-
thor and district level supervisor also
wanted to determine future training
needs for the counselors in the district.
The content analysis of these summary
reports was completed as the disser-
tation for the first author’s doctoral
program. The district level supervisor
informed the school counselors that
the reports would be reviewed for this
study, and the 100 submitted reports
were examined by the first author.
the Closing the Gap report rubric
Summary closing the gap reports were
examined using a rubric that was
10. developed by the first author (see Ap-
pendix B). The reliability of the rubric
as an instrument to be used in this
study was established through peer ex-
amination. Independent raters used the
rubric to score completed closing the
gap summary reports to see whether
two people could agree on the quality
of the reports. The first author and a
counselor educator, the first author’s
dissertation chair, scored five results
reports independently. The scores were
compared to determine any discrep-
ancies. For four of the five reports
scored, the ratings given independently
by the first author and the dissertation
chair were identical. For one report,
there was a discrepancy in ratings for
elements one and three with ratings
of 1 assigned by the dissertation chair
and ratings of 2 assigned by the first
author. The authors resolved these
discrepancies through discussion and
reached an agreement regarding how
all elements of the report should be
rated.
Analysis of results reports
The first author analyzed the 100
reports based on a rubric to deter-
mine whether counselors identified
an achievement gap based on data,
developed a quality intervention,
and measured outcomes. The reports
were first sorted based on whether
11. the intervention was led by a school
counselor or another party. If the re-
port indicated that a school counselor
played a primary role in the design
and implementation of the interven-
tion, the report was rated with a 3. If
the report indicated that the school
counselor participated in the interven-
tion under the direction of another
party, the report was rated with a
score of 2. Reports on interventions
that were conducted by a party other
than the school counselor were given a
rating of 1.
The next step in data analysis
involved rating each report based on
three elements of the plans. The first
element determined whether school
counselors were able to use school
data to identify an achievement gap in
their schools. Items from the closing
the gap summary report, including the
purpose of the project and the num-
ber of students served, were used to
determine the score for this category.
A rating of 3 was given to the reports
that indicated that school data were
used to identify a group of students for
whom a gap existed. Reports on in-
terventions for a group of students for
whom a gap may have existed with-
out the gap being identified based on
data or the data being discussed in the
report received scores of 2. Reports on
12. interventions for students for whom a
gap did not exist were rated a score of
1 for this element.
ONCE tRAINEd, EACH SCHOOL COUNSELING tEAM
wAS ExPECtEd tO PROVIdE A CLOSING tHE GAP
INtERVENtION ANNUALLy ANd tO wRItE A CLOSING
tHE GAP SUMMARy RESULtS REPORt.
74 asca | Professional school counseling
The second element of the reports
rated was whether the school counsel-
ors were able to develop and imple-
ment an appropriate intervention to
close the achievement gap. The sum-
mary report sections of the purpose
of the project, the duration of the
project, the ASCA domain, the setup
of the project, and how the project
was assessed were used to determine
the answer to this question. To receive
a score of 3, the counselors had to
provide interventions that addressed
the identified needs, were based on
one or more of the ASCA domains
(academic, career, or personal/social),
were conducted over a sufficient
period of time to close the gaps, and
had the means to determine success
based on perception data (change in
attitude, knowledge, and/or skill) and
results data (change in achievement-
related indicators and/or achieve-
13. ment). The reports on interventions
that were based on an ASCA domain,
were designed to close an achievement
gap, and used either perception or
results data to determine whether the
intervention was successful received a
rating of 2. A score of 1 was given to
reports on interventions that were not
for the purpose of closing an achieve-
ment gap and that did not have a
method of assessment.
The third element of the reports
that was scored based on the rubric
was whether the school counselors
were able to measure the outcomes of
the intervention. This question was
answered by examining the summary
of findings, the conclusions drawn,
and the future plans from the reports.
If the report included both clear per-
ception and results data with logical
conclusions and realistic future plans,
it was rated with a 3 for this element.
The reports that included perception
and/or results data with at least one
conclusion and some future plans
received a score of 2. Reports that in-
cluded outcome data and conclusions
without any future plans received
ratings of 1.
Whether the outcomes of the inter-
ventions were positive did not im-
14. pact the rating of the reports for this
portion of the study as the purpose
was to determine whether counselors
had the skills to identify gaps, provide
interventions, and measure outcomes.
However, the first author also main-
tained an audit trail by recording a
journal page for each report to deter-
mine if and how the academic success
of students had been improved as a re-
sult of the implemented interventions.
These notes were also used to identify
themes and patterns that emerged.
rESultS
Based on a review of 100 school
counseling closing the gap summary
reports, the authors reported the fol-
lowing results. Table 1 presents the
percent of school counselor reports
receiving a score of three for each
criteria element. Eighty-eight reports
(88%) indicated that the school
counselors designed and delivered
interventions to close achievement
gaps (x̄ = 2.84). Of the 100 reports
reviewed, 48 (48%) indicated that
school counselors used data and
reported on the data used to identify
a group of students for whom a gap
existed (x̄ = 2.25). Thirty-five (35%)
were able to develop and implement
an appropriate intervention to close an
15. tHE AUtHOR ANALyZEd tHE REPORtS tO dEtERMINE
wHEtHER COUNSELORS IdENtIFIEd AN ACHIEVEMENt
GAP BASEd ON dAtA, dEVELOPEd A qUALIty
INtERVENtION, ANd MEASUREd OUtCOMES.
RUBRIC SCORES FOR SCHOOL COUNSELING
PROGRAM CLOSING tHE GAP SUMMARy REPORtS
Score*
Criteria 3 2 1 x̄
Counselor Led Intervention
Total 88 8 4 2.84
Elementary 59 2 1
Middle 20 5 0
High 9 1 3
Identification of an Achievement Gap
Total 48 29 23 2.25
Elementary 33 15 14
Middle 10 10 5
High 5 4 4
Quality of Intervention
Total 35 36 29 2.06
Elementary 27 19 16
Middle 4 11 10
High 4 6 3
Quality of Results
Total 12 77 11 2.01
Elementary 11 45 6
Middle 0 20 5
High 1 12 0
Note. n = 100
16. Rubric scores: 3 = exceeds; 2 = adequate; 1 = emerging or not
met
tABLE 1.
VoluMe 16, nuMBer 1 | asca 75
achievement gap (x̄ = 2.06). Twelve re-
ports (12%) reported outcomes of the
intervention based on both perception
and results data, drew logical conclu-
sions, and made realistic future plans
based on the outcomes (x̄ = 2.01).
Of the 100 reports scored, 71 (71%)
lacked sufficient information to fully
explain the interventions delivered and
the results found. Items that were not
adequately described on the reports
included details regarding the identi-
fied gaps, specifics on the interven-
tions, descriptions of the outcomes,
explanations of the activities provided,
and elaboration on the conclusions
and summary. The reports also often
used unfamiliar acronyms, making it
difficult for an outside reader, includ-
ing all stakeholders, to gain a full
understanding of the intervention and
its outcomes.
Of the reviewed school reports,
92 (92%) indicated definite gains in
outcomes based on perception and/or
17. results data as a result of the inter-
ventions. Specifically, 54 out of 92
(59%) of the schools reported gains
as measured by perception data, and
79 out of 92 (86%) of the reports in-
dicated that the intervention impacted
student success via achievement or
achievement-related data. Forty-two
of the 92 (46%) schools that reported
gains showed gains in both types of
assessment data on their reports. Table
2 indicates the types of outcome data
counselors used to report gains for
each targeted intervention category.
diSCuSSion
Overall, a majority of the school
counselor teams reported that they
designed and implemented closing the
gap interventions in their schools, a
promising outcome since this is an es-
sential skill for school counselors who
implement and manage comprehensive
school counseling programs. How-
ever, most teams failed to fulfill all the
requirements necessary to produce
a quality closing the gap summary
results report in the areas of identifica-
tion of a gap, quality of intervention,
and quality of results.
The ability to identify a group of
students for whom a gap exists is an
important skill for school counselors
18. in order to advocate for equity and
access for all students. However, fewer
than half of the reports included the
data used to identify gaps. School
counselors who were trained in years
two and three were more likely to
include in their reports the school data
used to identify the gaps. This may
be due in part to modifications that
were made in the training from year
to year as areas in need of improve-
ment were gleaned; however, it may
have also occurred because the later
trainings included more peer examples
of closing the gap projects since school
counselors are more likely to trans-
late training into actual practice if
they receive peer training (Holcomb-
McCoy, Gonzalez, & Johnston, 2009).
NUMBER OF REPORtS tHAt INdICAtEd GAINS By tARGEtEd
AREA ANd tyPE OF OUtCOME dAtA
Gains in Results Gains in Both
Targeted Area of and/or Perception Gains in Gains in Results
and
Achievement Gap Data* Results Data Perception Data
Perception Data
n % n % n % n %
Test Scores 42 46 40 51 26 48 24 57
Grades 17 18 15 19 9 17 7 17
Discipline/Behavior 15 16 12 15 7 13 6 14
19. Attendance 10 11 10 13 4 7 4 10
Other** 8 9 2 3 8 15 1 2
Total 92 92 79 79 54 54 42 42
Note. N = 100
* Gains reported in this column include all reports that reported
any type of gain, whether perception data only, results
data only, or perception and results data. (For example, 42
reports indicated gains in results and/or perception data for
interventions targeting test scores. Forty of those 42 reported
gains in results data with 24 of those 40 reporting gains in
results and perception data and the other 16 of the 40 reporting
gains in results data only. Twenty six reports indicated
gains in perception data with 24 of those 26 showing gains in
perception and results data and two of the 26 indicating
gains in perception data only.)
** Eight schools that reported gains submitted reports on
interventions to impact other factors beyond test scores,
grades, discipline/behavior, and attendance. Five of the eight
interventions targeted problem-solving, one report targeted
student organizational skills, and two reports targeted student
reading goals and homework completion.
tABLE 2.
OF tHE 100 REPORtS SCOREd, 71 LACkEd SUFFICIENt
INFORMAtION tO FULLy ExPLAIN tHE INtERVENtIONS
dELIVEREd ANd tHE RESULtS FOUNd.
76 asca | Professional school counseling
20. Although most counselors were able to
identify a group of students in need of
an intentional guidance activity, they
were not as skilled at explaining or un-
derstanding the data used to identify
that gap.
Another finding of this study is
that most school counselors do not
assess and document changes using
both perception and results data.
Counselors must create a causal link
between the school counseling activity
and student achievement via percep-
tion and outcome data (Dimmitt et
al., 2007). Although the counselors
received training on the different types
of data and the importance of creat-
ing a causal link, more than half of
the reports showed that the school
counselors failed to develop and assess
an intervention through the collec-
tion and analysis of all types of data.
While most reports included results
data, only a little over half reported
perception data. However, even those
that included perception data generally
only reported post-intervention data
and some counselors reported percep-
tion data as students’ perceptions such
as “were surprised to learn.” True
perception data requires the measure-
ment of attitude, knowledge, and/or
skill from both before and after the
21. intervention in order to determine
if a difference exists (Dimmitt et al.,
2007). Those who reported some
form of perception data often failed to
demonstrate a true understanding of
such data.
Equal in importance to utiliz-
ing school data to identify gaps and
developing quality interventions with
methods of assessment based on per-
ception and results data is the ability
to accurately report the details of this
endeavor. However, the majority of
the reports lacked sufficient detail and
this made it difficult to understand the
interventions provided and the results
found.
Ultimately, the most important out-
come of the training was the demonstra-
tion of how student academic success
is being improved by school counselor
interventions. With the majority of
schools reporting gains, students appear
to be different as a result of the work
of school counselors. Although some
counselors still need assistance in using
data to identify and define achievement
gaps, developing interventions to close
the gaps, and reporting outcomes via
both perception and results data, almost
half of the schools were able to imple-
ment a counseling intervention that
22. could be linked to actual improvements
in achievement or achievement-related
student gains by showing improve-
ments in student attitude, skill, and/or
knowledge from before and after the
intervention.
limitationS
Lack of sufficient details impacted
the various elements of the reports;
therefore, the first author could not
determine the quality of many of the
interventions provided and outcomes
reported. Possibly affecting the sum-
mary results reports were the counsel-
ors’ abilities to write quality reports,
the time designated or allowed for
writing the reports, and the importance
that the counselors placed on writing
the reports; therefore, the reports may
not truly represent the outcomes of the
interventions. As a consequence, this
study may represent more of a measure
of whether school counselors have the
ability to present findings and write
summary results reports than their abil-
ity to impact achievement gaps.
An additional limitation of this
study is that the evaluation of the
reports and the use of the rubric was
a subjective process completed by the
first author. As with any subjective
process, the possibility of error exists
and may have occurred with the scores
23. assigned to the various elements of the
rubric for the reports. These errors
would impact the validity of this study.
imPliCationS
Based on their interviews with school
counselors, Astramovich, Coker, and
Hoskins (2005) recommend con-
tinual training in evaluation methods
that provide “hands-on practice and
application of evaluation skills” (p.
53). Overall, the review of reports
indicates that, in spite of four days
of training, participants need further
training and more hands-on prepara-
tion in school data usage and evalu-
ation. For many school counselors,
identifying gaps based on data, as well
as assessing and documenting changes
based on perception and results data,
is a new skill set since the majority of
them were not educated in these areas
in their graduate level preparation
for the profession. Initial exposure
to these new concepts is simply not
enough for most school counselors.
As with the development of any new
skill, both time and repeated exposure
to the use of data and the measure-
ment of outcomes via perception and
results data are needed to become
proficient in this area. School counsel-
ors need continual training, feedback,
and mentoring to master these skills
and they would benefit greatly from
examples of how their peers are
24. implementing appropriate, counselor-
led interventions to close achievement
gaps and how peers are reporting the
outcomes based on perception and
results data. For many school coun-
ALtHOUGH MOSt COUNSELORS wERE ABLE tO
IdENtIFy A GROUP OF StUdENtS IN NEEd OF AN
INtENtIONAL GUIdANCE ACtIVIty, tHEy wERE NOt
AS SkILLEd At ExPLAINING OR UNdERStANdING
tHE dAtA USEd tO IdENtIFy tHAt GAP.
VoluMe 16, nuMBer 1 | asca 77
selors, the expectation to measure the
impact of an intervention is a para-
digm shift, which will require repeated
exposure and practice for full under-
standing to occur and self-efficacy to
develop.
However, in addition to the fact
that these topics need reinforcement
for school counselors, this evaluation
revealed an additional area of concern.
Writing results reports is a new skill
that school counselors must develop
and they need training on how to
do this. Accompanying training on
writing quality results reports, school
counselors need feedback on their own
reports. Both such training and feed-
25. back on written reports would result
in higher quality results reports that
could be shared with stakeholders.
ConCluSion
The findings of this study demonstrate
that school counselors who receive
training to implement comprehensive
school counseling programs can im-
pact student achievement. According
to gains reported on the summary re-
sults reports, the intentional interven-
tions delivered by counselors impacted
student test scores, grades, attendance,
and discipline/behavior. However, the
findings of this study also indicate
that the majority of school counselors
need additional training before they
can fully implement comprehensive,
data-driven procedures into their daily
practice. Given that it takes three to
five years to fully implement a compre-
hensive program (ASCA, 2005), pro-
viding continual training and support
for school counselors is important.
Counselors need additional support
in identifying gaps based on school
data, designing quality interventions,
evaluating the effectiveness of the
intervention by collecting and analyz-
ing perception and outcome data, and
adequately reporting outcomes. Pro-
viding this support will be important
as school counselors continue to build
comprehensive, data-driven school
26. counseling programs that address the
academic, career, and personal/social
developmental needs of students. n
rEfErEnCES
American School Counselor Association.
(2004). ASCA national standards for
students. Alexandria, VA: Author.
American School Counselor Association.
(2005, 2012). The ASCA National Model:
A framework for school counseling
programs (2nd & 3rd ed.). Alexandria,
VA: Author.
Astramovich, R. L., …