The results report, from the American School Counselor Association (ASCA), is used by school counselors to assess interventions and curriculum implemented through guidance lessons. The purpose is to evaluate if an intervention is really working by looking at the data driven results. Data is used to identify the intervention and to show results in process, perception, and outcome data. School counselors use results reports to look at core curriculum guidance lessons, closing-the-gap guidance lessons, and small group guidance lessons. By looking at the results report, school counselors can determine what areas to improve, keep, or eliminate under the implications portion of the results report.
Taking a critical look at the results report, we can say that it is transferable. Grant Wiggins and Jay McTighe (2005) define transfer by saying, “we are expected to take what we learned in one lesson and be able to apply it to the other, related but different situations” (p.40). School counselors can not just merely plug in the results. To use the results report a school counselor must be able to adjust to the different interventions and curriculum they are presenting. The surveys or assessments given to find perception data will change with each guidance lesson. The focus on outcome data will change depending on what area in achievement, attendance, and behavioral data needs to be intervened. Once a counselor is able to complete a results report in one area, he/she can then complete it in other areas.
The results report can guide school counselors to better decisions on curriculum and interventions. So how do we know if our results report is accurate? We can look at the Recognized ASCA Model Program (RAMP) scoring rubric to assess our results.
By looking at the rubric we can see that it is holistic. According to Wiggins and McTighe, (2005) holistic refers to “a single score or rating for a product or performance” (p. 173). A recommendation would be to use an analytic rubric. Analytic “divides a product or performance into distinct traits or dimensions and judges each separately” (Wiggins and McTighe, 2005, p. 174). By creating an analytic rubric we can assess for understanding and performance separately. When using the RAMP scoring rubric a school counselor will get one score. For example, if a school counselor receives a 4, what is the feedback that would improve the score to a 5? How do we know what is “exemplary” vs. “high quality” and “insightful” vs. “thoroughly discussed”. By improving this rubric we can help school counselors improve understanding.
Another way we could improve the results report would be to create a digital forum where school counselors could send in their results report for peer feedback. This digital forum would be a place to share and receive feedback to move the counselor forward. Lorrie Shepard (2005) concludes, “our aim should be to establish classroom practices that encourage peer assessment, regard errors as opportunities for learning, and promote shared thinking”. We as counselors can do the same.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.
Shepard, L. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66-70.
Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.