Use of Time Assessment: A Driver for Change

Schools across the state of Washington are improving their comprehensive school counseling programs (CSCP) by using the data collected from school counselor use of time assessment as a driver for change. In a recent webinar conducted with school counselors in Washington, participants stated that tracking their time provided the data to help administrators understand the role of school counselors and to make the changes needed to remove non-counseling activities from their work day. 

Background

In July 2021, the Washington State Legislators passed SSB 5030. This legislation requires every district in the state to develop a plan to implement a comprehensive school counseling program (CSCP) aligned to the American School Counselor Association (ASCA) National Model in each school. The Office of the Superintendent of Public Schools (OSPI) contracted with Hatching Results to assist in developing a plan for rolling out this legislation and providing professional development to school counselors, Educational Staff Associates (ESA) and school/district administrators. In 2022-23, Hatching Results - in collaboration with OSPI, Washington School Counselor Association (WSCA) and the Association of Washington School Principals (AWSP) - led a series of webinars that explained the requirements of the new legislation as well as the essential components of a CSCP. 

In the March “5030 Comprehensive School Counseling Program (CSCP) Implementation” webinar, the seventh provided this year in the state of Washington, participants were asked, “What 5030-related successes are happening in your world?” Over 400 hundred educators statewide were logged in to the webinar, and 138 participants anonymously uploaded their implementation successes. 

Use of Time Assessment

Twenty-nine percent of the participants indicated that time-tracking had been successfully completed at their school. Conducting a use-of-time assessment and calculating the actual time spent in direct and indirect service to students was indicated as a successful starting point for school sites in determining the changes needed in staffing and staff assignments. The data from the use of time study was used as a driver for change and to move towards the goal of having school counselors and other educational staff associates spend 80% of time in direct and indirect service to students. One participant noted, “We have successfully completed time tracking two times this year as a district counseling team. We also met and reviewed our data afterwards!” 

Impact of the Use of Time Assessment

Forty-one percent reported that the impact of conducting use-of-time studies resulted in significant improvement in direct and indirect services to students by school counselors and other ESAs. Many participants shared a similar sentiment to this comment: “My administrators have made it possible [for me] to dedicate more time to counseling duties by limiting lunch duty and subbing.” Many districts have increased the number of school counselors and lowered the student-to-counselor ratios in schools. “Lots of support from the district! Great leadership!” indicated one participant. School administrators were recognized for removing non-counseling duties from school counselors to increase their services with students, conduct more small groups and present more classroom lessons. One participant wrote, “Administration is supporting our work.” Administrators at both the site and district level were praised for their support and gaining a better understanding of what a CSCP is and what school counselors do. 

Increased Collaboration and Communication

Thirty percent of the participants reported that providing the use-of-time data and developing a plan to implement a CSCP has provided a “platform to have conversations,” which has resulted in both improved collaboration and increased support from administrators. One participant wrote, “Administrators and counselors in our district are meeting for the first time in years!” Additional participants noted that there had been increased and improved support from site and district staff, including school board support. Other participants specifically mentioned that a success was “improved collaboration between school counselors and administration,” and another stated that they were “starting conversations with administration at the site and district level around the school counselor role and data-driven programs!” This webinar input clearly indicates that school and district administrative leaders are engaging with school counselors to partner in the implementation of a CSCP. As indicated in the feedback, having a “stronger connection with our administrators” is essential for school counseling programs to thrive. 

Drivers in Education

System-change expert Dr. Michael Fullen recently wrote in his article, The Right Drivers for Whole System Success, that drivers in schools cause “disruption so fundamental that it loosens and discombobulates the system in a way that creates openings for transforming the status quo.” To bring about the kind of successful and sustainable change you need and want in schools, Dr. Fullen believes you need to have the right drivers - drivers that focus direction, cultivate collaborative cultures, deepen learning, and secure accountability. Based upon the feedback from school counselors in Washington, the use of time assessment has been the right driver for systems change! 

The benefits of implementing a CSCP will help to meet the needs of all our students. The critical role CSCP staff play in maximizing student outcomes is often dependent and contingent upon the support of site and district administration. Implementing a CSCP and using data to drive important conversations will create the coherence necessary and build effective leadership that our schools, our staff and our children deserve.