Stakeholders about the power of a comprehensive

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stakeholders about the power of a comprehensive school counseling program; andadvocate for additional resources to increase program effectiveness” (ASCA, 2012, p.100). School counselors can disaggregate data to create a student data profile, which includes various achievement data (e.g. graduation rates, drop-out rates, standardized test data, GPA, etc.) and behavioral data (e.g. detention rates, attendance rates, discipline referrals, substance abuse, etc.) (ASCA, 2012). To look at the effectiveness of the school counseling program, school counselors collect and analyze process, perception and outcome data (ASCA, 2012). Since the school counselor does not have the time to monitor every activity in a school counseling program, he or she must collect data on the ones of highest school priority (ASCA, 2012).
4) Student describes actions plans and closing the achievement gap action plans and identifies essential elements in each type of action plan. Students are encouraged, not required, to attach a sample action plan that you have created in any of your courses as a sample, if possible (e.g., the School Counseling Operational Plan for Effectiveness--SCOPE).
Action Plans are detailed plans that explain how the school counselor intends to achieve the desired results and goals (ASCA, 2012). The three types of action plans are school counseling curriculum, small groups, and closing-the-gap activities (ASCA, 2012). Each action plan type includes “goals to be addressed; domain(s), standard(s) and competencies, which are consistent with school and program goals;description of school counseling activities to be delivered;title of any packaged or created curriculum that will be used; timeline for completion of activities;name of person(s) responsible for each activity; methods of evaluating school success using process, perception and outcome data; andexpected results for students stated in terms of what will be demonstrated by the student” (ASCA, 2012, p.108).

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