Data-Driven School Counseling Programs: Management and
Case Study
Using Data for Continuous Improvement
Ms. West and Mrs. Jones, along with the KCES leadership team, recognize that the full
implementation of the program they have outlined may take three or more years. They have
agreed that one of their most important objectives is to establish a data-driven program with clear
methods for demonstrating both program and counselor effectiveness. The work of the
leadership team over the next few months will focus on these efforts to collect and analyze data.
To maximize their ability to be helpful in establishing the management and accountability
systems for the program, the team members determine that they need more education about the
types of data used, management of the data, and the types of results for which they are aiming.
Ms. West agrees to identify someone with expertise in evaluation and assessment to provide the
necessary training. She turns to her former program evaluation professor, Dr. Shannon, who
agrees to assist the team.
Dr. Shannon established the following objectives for his consultation with the group
based on the needs described by Ms. West. First, team members will be able to articulate the
need for a data-driven school counseling program. They will begin by studying data about the
characteristics of the student population and community, Dr. Shannon will provide information
that should help the team recognize additional types of data that when collected and
disaggregated will lead to the identification of students who are not fully participating in the
Previous Page Next Page