counselors using data as a tool school counselor workshop september 12, 2012

Counselors Using Data as a Tool

School Counselor Workshop

September 12, 2012

Counselors Using Data as a Tool

Overview – Participants will learn how to enter data into a spreadsheet and prepare a presentation which summarizes the results of the lesson.

Session 1 – Review of data terms, survey design and excel worksheets

Counselors Using Data as a Tool cont.

Session 2 – Visualizing data How to integrate data into a spreadsheet and

into a PowerPoint presentation. Elements of effective presentations.

Session 3 – Presentation of data over time PowerPoint presentation by class New data collection tools Next steps for school counselors

Objectives

To discuss-- Review data terms used in ASCA National

Model. Review how data is used in the ASCA

National model results reports.

What Does A School Counselor Do?

Examples of Data to Examine

Test Scores AchievementStateNational

Enrollment Honors/AP Classes College Track Special Education

Graduation Rate By Gender By Ethnicity By SES

Attendance Absences Tardies By Grade Level

Discipline By Classroom Types of Problems Gender

GPA/Class Rank By Gender By Ethnicity By SES

Retention Rates By Subject Area By Grade Level By Gender, Ethnicity

Special Education

By Gender By Ethnicity By SES

Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why

Program evaluation data

It is critically important that school counselors use data to show the school counseling program’s impact through the evaluation of process, perception, and results data.

1. Process data

2. Perception data

3. Results data

Process Data

“What did you do for whom?”

1,350 6-81,350 6-8thth grade students received the “Time grade students received the “Time to Tell” guidance lesson.to Tell” guidance lesson.

Four year plans were completed by 350 Four year plans were completed by 350 freshman students during English 9 classes.freshman students during English 9 classes.

Held six five-session counseling groups with Held six five-session counseling groups with eight students each on anger management.eight students each on anger management.

Example of Process Data forone high school Sixteen high school classroom guidance lessons were taught for 2007-Sixteen high school classroom guidance lessons were taught for 2007-

2008. (1 per quarter)2008. (1 per quarter) Eight student support groups (2 per counselor)Eight student support groups (2 per counselor) Forty-eight students participated in support groupsForty-eight students participated in support groups 240 consultations regarding immediate student needs with parents, 240 consultations regarding immediate student needs with parents,

teachers, etc. teachers, etc. 150 documented incidents of immediate and critical student 150 documented incidents of immediate and critical student

interventions interventions 75 documented referrals to outside agencies for families and students.75 documented referrals to outside agencies for families and students.

Perception Data

““What others think, know or demonstrate” data.What others think, know or demonstrate” data.

Measures competency achieved, knowledge gained or Measures competency achieved, knowledge gained or attitudes beliefs of students attitudes beliefs of students Pre-postPre-post Competency achievementCompetency achievement SurveysSurveys EvaluationsEvaluations

Measures what students are perceived to have gained Measures what students are perceived to have gained in knowledgein knowledge

Perception Data - Examples

Competency AchievementCompetency Achievement Every student in grades 9-12 completed a 4 year plan Every student in grades 9-12 completed a 4 year plan Every 10Every 10thth grade student completed an interest inventory grade student completed an interest inventory

Knowledge GainedKnowledge Gained 89% of students demonstrate knowledge of high school 89% of students demonstrate knowledge of high school

graduation requirementsgraduation requirements 92% can identify Early Warning Signs of violence92% can identify Early Warning Signs of violence

Attitudes or BeliefsAttitudes or Beliefs 74% of students believe fighting is wrong74% of students believe fighting is wrong 29% of students feel safe at school29% of students feel safe at school 78% know the name of their school counselor78% know the name of their school counselor

Results Data

““So WHAT” dataSo WHAT” data Hard dataHard data Proof that your program has (or has not) Proof that your program has (or has not)

positively impacted students ability to positively impacted students ability to utilizeutilize the the knowledge, attitudes and skills to effect behaviorknowledge, attitudes and skills to effect behavior

AttendanceAttendance BehaviorBehavior Academic achievementAcademic achievement

Results Report

How are students different How are students different

as a RESULT of what you do?as a RESULT of what you do?

What does the data tell you?What does the data tell you? Was the program successful?Was the program successful? What worked?What worked? What did NOT work? What did NOT work? What needs to be changed?What needs to be changed?

Results Data - Examples

42 students on the retention list avoided 42 students on the retention list avoided retention as a result of being in a group.retention as a result of being in a group.

Graduation rates improved 14% over three Graduation rates improved 14% over three years.years.

Attendance improved among 9Attendance improved among 9thth grade grade males by 49%.males by 49%.

Achievement and Related Data

School counselors should be proficient in the collection, analysis and interpretation of student achievement and related data.

School counselors should be proficient in the collection, analysis and interpretation of student achievement and related data

Student Achievement Data

Standardized Test Scores

Grade point averages

SAT and AT scores Graduation rates

Passing all classes Promotion and

retention rates Drop out rates Completion of

specific academic programs (honors, college prep.)

School Specific Data- Achievement Related Data

Look at the date from the following three areas of achievement related data for your school.

Attendance data Tardy data Suspension rates

Discuss how you would use this data in selecting a closing the gap lesson based on a ASCA standard & a district performance objective.

Standards & Competency Related Data Competency AchievementCompetency Achievement

Every student in grades 9-12 completed a 4 year plan Every student in grades 9-12 completed a 4 year plan Every 10Every 10thth grade student completed an interest inventory grade student completed an interest inventory All 3All 3rdrd grade students achieved competency PS:B1.5 grade students achieved competency PS:B1.5

Demonstrate who, where, and how to seek help for Demonstrate who, where, and how to seek help for solving problems and making decisions.solving problems and making decisions.

Disaggregated Data

Separating data by variables to see if there are any groups of students who may not be doing as well as others.

Gender Ethnicity Socio-economic status (free and reduced lunch) Language spoken at home Grade level, etc.

Disaggregated Data

13111350

1772

15301696

2242

45220

282427

1224

26212764

3587

0

500

1000

1500

2000

2500

3000

3500

4000

Male Female Black Total

1999-20002000-20012001-20022002-2003

Jefferson County, KYAdvanced Placement Enrollment: Race and Gender

Data Over Time

To get a true picture of the impact of the school counseling program, it is important to look at data over time.

Immediate Intermediate Long Range

Immediate Data

Data that measures the immediate impact of knowledge, skills and attitudes change as a result of counseling activity or intervention.

Examples:

1. Pre-post test on student competencies addressed in a classroom unit.

2. The number of students who completed a 4-year plan.

Differences Pre- Post Differences Pre- Post ((Immediate Data)Immediate Data)

RESPECT Survey Pre to Post

0

5

10

15

20

25

30

35

40

Pretest Respect PostTest Respect

Intermediate Data

Data collected to measure application of knowledge, attitudes, and skills over a short period of time.

Examples:

1. Improved test-taking ability

2. Improved classroom behavior after small-group counseling

3. Improved grades this quarter after homework lessons.

Students on retention list:

• 6th - 816th - 81

• 7th - 73 7th - 73

• 8th - 1038th - 103

Students who came off retention list:

• 6th - 276th - 27

• 7th - 227th - 22

• 8th - 238th - 23

72 students avoided retention

Start of Group End of Group

ACADEMICCareer

Personal/ Social

Academic Results Intermediate Data

Attendance Data After Intervention for Six Weeks (goal + 5% increase)

-20

0

20

40

60

80

100

m l s1 w s2 c m j1 b f k j2

baseline6 weeksdifference

Long Range

School wide year-to-year, longitudinal student impact data collected for areas such as student attendance, graduation rates, and suspension rates.

African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds

0%

100%

200 250 300 350

White 8th Graders African American 12th GradersLatino 12th Graders

Source: NAEP 1999 Long Term Trends Summary Tables (online)

Percent

Comparison of Attendance Data for Eight Year Span

YearsYears Percent AttendancePercent Attendance

1996-19971996-1997 92.27%92.27%

2004-20052004-2005 93.33%93.33%

Stop

Percent

Percent of Students with Career Plan

76%

24%

WITH Career Plan

Without

Academic Results Intermediate Data

After Academic Counseling Groups, Percentage of Students Demonstrating GPA

Improvement:

• 37% of 637% of 6thth graders (64) graders (64)

• 24% of 724% of 7thth graders (47) graders (47)

• 72% of 872% of 8thth graders (46) graders (46)

ACADEMICCareer

Personal/ Social

Differences Pre- Post Differences Pre- Post ((Immediate Data)Immediate Data)

RESPECT Survey Pre to Post

0

5

10

15

20

25

30

35

40

Pretest Respect PostTest Respect

0

1000

2000

3000

4000

5000

6000

1 2 3 4 5 6 7 8

2003-04

2004-05

Total Number Of Parents Attending Events/activities at Each Target Site

1-Bloom 2-Davidson 3-Ford 4-Gale

5-Lyons 6-Maldonado 7-Reynolds 8-Vesey

Individual Reading ScoresIndividual Reading ScoresOf One StudentOf One Student

0

20

40

60

80

100

120

140

160

180

1 2 3 4 5 6 7 8 9 10 11 12 13

1st Reading

2nd Reading

Results ReportsEnsure programs are implemented,

analyzed for effectiveness, and changed/improved as needed

Shared with stakeholdersImmediate, intermediate, and long-

range results

Guidance Curriculum Results

Report documents results of the guidance curriculum lessons delivered to ALL students.

Provides process data, perception data & results data.

Provides implications and suggestions for next lesson.

Turned in to supervisor at end of the year.

Guidance Curriculum Results Report

Report documents results of the guidance Report documents results of the guidance curriculum lessons delivered to ALL students.curriculum lessons delivered to ALL students.

Provides process data, perception data & Provides process data, perception data & results data. results data.

Provides implications and suggestions for Provides implications and suggestions for next lesson.next lesson.

Turned in to supervisor at end of the year.Turned in to supervisor at end of the year.

Closing the Gap Results Report

Shows the results of your action plan and Shows the results of your action plan and gives data – gives data –

ProcessProcess – number of students affected – number of students affected PerceptionPerception – what do students think they know – what do students think they know ResultsResults – what happened – what happened Implications for future lessonsImplications for future lessons

Websites

ASCA: www.schoolcounselor.org Russ Sabella: www.schoolcounselor.com Education Trust: www.edtrust.org LifeBound: www.lifebound.com Real Game: http://www.realgame.com/ TUSD” www.tusd1.org

Department, “S” school counselors, elementary career, academic, & personal/social lesson plans, and 9-12 curriculum books. Free to download.

Thank you!!!!!Thank you!!!!!

Judy Bowers, Ed.D.

School Counselor Consultant

ASCA President 2004-2005

judybowers@cox.net