Washington Framework for Comprehensive Guidance and Counseling

Revisit your data

During the management phase, we take a look at the data to find out find out if the program has improved. For specific data collection tools, see the Using Technology Tools to Monitor Student Progress Page.

What type of data do we review and, if need be, collect?  Typically we review three data sources.

Process  (i.e., Are things running smoothly?)

Review the data to see what processes (e.g., referral for counseling, contacting CPS, working with parents), are working well and which ones need tweaking. Assess process data with surveys, interviews, informal conversations, and observations. Sample process questions to ask about your program may include:

    • Overall, are CGCP procedures running smoothly?  Any changes needed?
    • How does our student transition processes and procedures working?
    • How’s our communication with staff and outside school resources?
    • Are the CGCP processes seamlessly working with the school’s RTI and PBS activities?

Perception (I,e, How do stakeholders “see” things?)

Review interview and survey data to see how students, teachers, parents, administrators, staff, and so on view the program activities, services, and interventions. Sample perception questions to ask about your program may include:

    • Do students, teachers, and parents feel the program is effective?
    • Is the counseling referral process working well?
    • How do students feel about their preparation for graduation and beyond?
    • Do children in our building feel safe?  Are adults in the building caring?

Results (i.e. Are we meeting our stated program outcomes/goals?)

Review school and district-wide data to see if you’re meeting the program’s immediate, intermediate, and long-range goals or outcomes. Here you use surveys, observations, school and district-wide data, interviews, and formal tools (e.g., behavior checklists, self-concept measures).

Counselors should review, for example, student graduation rates, disciplinary referrals, classroom grades, attendance data, course selection choices, pre-test and post-test group and guidance lesson data.

Here are sample results questions to ask about your program:

    • Are the kids who were struggling with homework completion doing more of it after CSCP implementation?
    • Has our school graduation rate improved?  How much?
    • Are those low-attenders now coming to school more often?
    • Was there an increase in the number of first generation students taking AP courses?
    • Did students gain social skills through classroom guidance and group work?
    • Do underserved kids feel acceptance and getting increased access to services?
    • What do our bullying data look like? Has it decreased on the playground, in the hallways, lunchroom, after school, etc.


Nowicki Strickland Locus of Control Pre Post Test

WhyTry Measurement PrePost Test with Scoring

Report Bullying.Com

HS Climate Survey


Academic Intervention Student Success Skills Homework Completion Before, vs After Intervention
Stress Management Strategies
State testing data
Career Intervention Nav. 101 Completion of HS and Beyond Plans
Enrollment in AP Classes
College Going Rates, Graduation Rates
Personal/Social Intervention Second Step Conflict Resolution Knowledge and Skills
Decrease in Office Discipline Referrals