I’ve Got the Data Blues Using Data to Effect Chang

I’veGottheDataBlues:UsingDatatoEffectChangeinSchoolCounselingProgramsLindaKrantzSchoolCounselingProgramsWisconsinDPIASCANATIONALMODEL:FOUNDATIONDELIVERYSERVICESMANAGEMENTSYSTEMSACCOUNTABILITYAdvocacy,Leadership,Technology,andSystemicChangeFOUNDATION•Beliefs/Philosophy/Assumptions•Mission•Domains:Academic,Career,Personal/Social•ASCANationalStandards/CompetenciesDELIVERYSYSTEM•SchoolGuidanceCurriculum•IndividualStudentPlanning•ResponsiveServices•SystemSupportMANAGEMENTSYSTEM•Agreements•AdvisoryCommittee•UseofData•ActionPlans•UseofTime/CalendarsACCOUNTABILITY•ResultsReports•CounselorPerformanceEvaluation•ProgramAuditProgramAudits•ContainitemsineverycategoryofASCANationalModel:FOUNDATIONDELIVERYMANAGEMENTACCOUNTABILITY–None-Implemented–InProgress-N/A–CompletedUseofDatatoEffectChange•DataDRIVESdecisions•EnsuresEVERYstudentgetsbenefitoftheschoolcounselingprogram•Counselorinitiatedactivities–IntentionalGuidance(ClosingtheGap)–Underrepresented,underservedandunderperformingyouth•MonitoringstudentdataMultipleUsesofData•Createsurgencyforchange•Servesasacatalystforfocusedattention•Challengesexistingpolicies•Engagesdecisionmakers,districtleaders,schoolteamsindatadrivendecisionmaking•Surfacesevidenceofaccessorequityissues•Focusesresourceswheretheyaremostneeded•SupportsgrantwritingeffortsMonitoringStudentProgress•Counselorsmustbeproficientin:–Collectionofdata–Interpretationofdata–Analysisofdata•Sothattheycan:–Recognizebarrierstolearning–AdvocateforsystemschangeDatahasmultipleintentionalanddiagnosticuses,andcanbecategorizeddifferentlyStudent-AchievementData•Standardizedtestdata•GradePointAverages•SATandACTscores•Changesinachievementlevels(Math,reading)•Drop-outrate•CompletionofcollegepreprequirementsAchievement-RelatedData•Courseenrollmentpatterns•Disciplinereferrals•Suspensionrates•Alcohol,tobaccoandotherdrugviolations•Attendancerates•Parentinvolvement•ExtracurricularactivitiesStandardsandCompetency-RelatedData•Percentageofstudentswho:–Have4-yearplans–Participateinjobshadowing–Havesetandachievedtheirgoals–ApplyconflictresolutionskillsDisaggregateData•Gender•Ethnicity•Socio-economicstatus•Language•SpecialEducation•Gradelevel•TeacherProgramEvaluationData:•Processdata•Perceptiondata•ResultsdataProcessdata•“Whatyoudidforwhom”•Evidencethattheeventoccurred•Howtheactivitywasconducted•Didtheprogramfollowtheprescribedpractice?ProcessData-Examples•Sixcounselinggroupswith8studentseachwereheld•1,3506-8thgradestudentsreceivedthe“TimetoTell”guidancelesson•Allincominghighschoolstudentswereseenindividuallytoprepare4yearplan.PerceptionData•“Whatothersthink,knowordemonstrate”data.•Measurescompetencyachieved,knowledgegainedorattitudes/beliefsofstudents–Pre-post–Competencyachievement–Surveys–Evaluations•MeasureswhatstudentsareperceivedtohavegainedinknowledgePerceptionData-Examples•CompetencyAchievement–Everystudentingrades9-12completeda4yearplan–Every10thgradestudentcompletedaninterestinventory•KnowledgeGained–89%ofstudentsdemonstrateknowledgeofpromotion/retentioncriteria–92%canidentifyEarlyWarningSignsofviolence•AttitudesorBeliefs–74%ofstudentsbelievefightingiswrong–29%ofstudentsfeelsafeatschool–78%knowthenameoftheirschoolcounselorResultsData•“SoWHAT”data•Harddata•Applicationdata•Proofyourprogramhas(orhasnot)positivelyimpactedstudentsabilitytoutilizetheknowledge,attitudesandskillstoeffectbehavior–Attendance–Behavior–AcademicachievementResultsData-Examples•42studentsontheretentionlistavoidedretention•Graduationratesimproved14%overthreeyears•Attendanceimprovedamong9thgrademalesby49%DataOverTime•Immediate•Intermediate•Longrange(ImpactOverTime)ActionPlans-2Types•PlannedGuidanceCurriculum–structureddevelopmentallessons–designedtoassistincompetencyattainment–providesEVERYstudenttheknowledgeandskillsinthethreedomainareas(A,C,P/S)•IntentionalGuidancePlanningActivities–datadriven-whereareyourgaps?–whatmustbeinplacetoensureequityandaccesstoachievementforall?PlannedGuidanceCurriculumActionPlans•Standardstobeaddressed•Competency(orindicator)•Descriptionofguidancelesson•AssuranceitisforEVERYstudent•Titleofcurriculum(cross-walked)•Timeline(projectedstart-enddate)•Nameofwhoisresponsiblefordelivery•Meansofevaluation•Expectedresults•ReviewedbyadministratorData:IntentionalGuidance(ClosingtheGap)•Notallstudentslearnatthesamepace•Disaggregatingdatahelpsfocusonwhereadditionalhelpisneeded•Helpsuncoveraccessandequityissues•Counselorsdesignintentionalactivitiestoremovebarrierstolearning•AdvocateforallstudentsINTENTIONALGUIDANCEACTIONPLANS:•Datathatdrivesthedecision•Standardstobeaddressed•Competency(orindicator)•Descriptionofguidanceactivity•Titleofcurriculumthatmaybeused(cross-walked)•Timeline(projectedstart-enddate)•Nameofwhoisresponsiblefordelivery•Meansofevaluatingstudentsuccess•Expectedresults•ReviewedbyadministratorINTENTIONALGUIDANCEEXAMPLE:•LandmarkMiddleSchool–AnystudentwhoreceivedaSARBIIletter–Individuals/groups–200students–comparisonofattendancerecordswithintargetedgroups–comparisonofacademicrecordanddiscipline–10%improvementinattendanceResultsReportHowa