Process Logs: A Tool to Promote Self-Reflection During Consultation Supervision and Document Consultee-Centered Outcomes

Figures & data

Table 1. Process log template.

Section	Description
Background Content area/consultation model/level Consultee description	The background section provides a few specific, contextualizing details for the case that help to develop the problem statement. It also identifies the content area, consultation model to be used, and at what level the consultation takes place (e.g., classroom, building, or district). Finally, the consultee is also identified.
Date	Each process log entry captures a session date.
Phase of the Problem-Solving Process	The problem-solving section names the phase of the problem-solving process and includes relevant details depending on the phase, such as developing or reconceptualization of the problem or possible intervention strategies. Fluidity between phases is assumed.
Working relationship and Communication	The relationship and communication section documents details about the dynamics of the working relationship and verbal and non-verbal communication skills used. This section details the interpersonal factors that need to be considered for intervention feasibility and ongoing development.
Diversity	The diversity section discusses differences between the CIT’s, consultee’s, and client’s identities or cultural backgrounds. It also considers cultural or contextual factors to be considered throughout the process.
Support	The support section explicitly communicates questions the CIT has to inform next steps.
Reading(s)	The readings section includes full references of the relevant literature that was most recently consulted for the next session. It also includes an explicit connection statement on how each reading relates to the case.

Table 2. District-level academic and socioeconomic data.

Variable	N or %
Student enrollment	9,866
Average Class Size K-3	19.9
Students Proficient in English Language Arts at the End of Third Grade	16.6%
Students Proficient in Math and English 3–8	9.9%
4-year Graduation Rate	68.2%
Free and Reduced Lunch Participation by Eligible Students	91.7%
Economically Disadvantaged Students*	89.3%
English Language Learner status	14.5%
Race/ethnicity
African American	37.9%
Asian	5.5%
Hispanic/Latino	20.7%
Two or more races	12.8%
White	22.6%

*Percentage of economically disadvantaged students was calculated by the district using data from students qualifying for free or reduced lunch programs, residing in homes receiving food or cash assistance, in foster care, Medicaid-eligible, holding migrant status, or who are homeless.

Figure 1. This figure illustrates the frequency of positive and negative instances documented across sessions.

Table 3. Examples of positive and negative codes from process log excerpts.

Examples of Positive Codes
Session 6	Consultee explored new program and objectively communicated errors to district IT department.
Session 7	Consultee was proactive in learning system and successfully discovered how to e-mail updated documents (e.g., signed REED) to team members using new program. Consultee explored the communication feature after consultant shared about it in the previous week. Consultee then showed supervisor how to use feature.
Session 8	Consultee discussed additional features of new system, such as case management feature to add MET members. This change in agency was different from the beginning of the semester.
	TOTAL: 16 (over 10 weeks)
Examples of Negative Codes
Session 1	Case manager complained to administrator about data entry process and using new system.
Session 3	Consultee mentioned frustration with this dynamic problem and with the shift from a seamless process for most of their time in the district (2+ decades) to the current problem.
Session 5	Discontent expressed by case managers and consultee at news of district administration temporarily hiring external consultants to help sort data backlog (after staff had used their time toward the project).
	TOTAL: 7 (over 10 weeks)