Summary
Contents
Subject index
A new research-based approach to the design, delivery and evaluation of K–12 school counseling programs
Learn about a Construct-Based Approach (CBA) to school counseling that uses four research-based constructs to focus school counseling programs on areas that can significantly increase the impact on student achievement and school improvement. Discover essential school counseling processes in which all students participate: student planning, academic support, college and career readiness, and personal growth and social interaction.
The authors, leading educational experts, use research to refocus attention on student results, a challenging results-based school counseling curriculum and meaningful student assessments. See examples of how a CBA looks in practice with the following: In-depth analysis of student standards and competencies; Developmentally-appropriate scope and sequence; Documented curriculum activities; Sample student assessments
An online toolkit consisting of electronic files with structured processes, clearly-defined protocols and easy-to-use tools to help implement a CBA will be coming soon.
This groundbreaking approach can help transform your counseling program. You will love it. Your students will love it. Get started today!
Assessing Student Proficiency and Achievement in a CBA
Assessing Student Proficiency and Achievement in a CBA
Scenario 1
The school counselors in the Riverdell School District had been concerned that, while their program was accepted as an important part of the educational experience for all students, the accountability to which teachers were being held would at some point be applied to them as well. They met regularly and determined an approach that they believed would demonstrate the impact of their program. Each of the counselors collected data on various interventions and lessons that they implemented. At the end of the school year they presented the data to the administrators and faculty. It had been a time-consuming process and while well-received, they didn't think the amount of time ...
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