I ve Got the Data Blues: Using Data to Effect Change in School Counseling Programs

1. I�ve Got the Data Blues:Using Data to Effect Change in School Counseling Programs Linda Krantz School Counseling Programs Wisconsin DPI

2. ASCA NATIONAL MODEL: FOUNDATION DELIVERY SERVICES MANAGEMENT SYSTEMS ACCOUNTABILITY Advocacy, Leadership, Technology, and Systemic Change

3. FOUNDATION Beliefs/Philosophy/Assumptions Mission Domains: Academic, Career, Personal/Social ASCA National Standards/Competencies

4. DELIVERY SYSTEM School Guidance Curriculum Individual Student Planning Responsive Services System Support

5. MANAGEMENT SYSTEM Agreements Advisory Committee Use of Data Action Plans Use of Time/Calendars

6. ACCOUNTABILITY Results Reports Counselor Performance Evaluation Program Audit

7. Program Audits Contain items in every category of ASCA National Model: FOUNDATION DELIVERY MANAGEMENT ACCOUNTABILITY None -Implemented In Progress -N/A Completed

8. Use of Data to Effect Change Data DRIVES decisions Ensures EVERY student gets benefit of the school counseling program Counselor initiated activities Intentional Guidance (Closing the Gap) Underrepresented, underserved and under performing youth Monitoring student data

9. Multiple Uses of Data Creates urgency for change Serves as a catalyst for focused attention Challenges existing policies Engages decision makers, district leaders, school teams in data driven decision making Surfaces evidence of access or equity issues Focuses resources where they are most needed Supports grant writing efforts

10. Monitoring Student Progress Counselors must be proficient in: Collection of data Interpretation of data Analysis of data So that they can: Recognize barriers to learning Advocate for systems change Data has multiple intentional and diagnostic uses, and can be categorized differently

11. Student-Achievement Data Standardized test data Grade Point Averages SAT and ACT scores Changes in achievement levels (Math, reading) Drop-out rate Completion of college prep requirements

12. Achievement-Related Data Course enrollment patterns Discipline referrals Suspension rates Alcohol, tobacco and other drug violations Attendance rates Parent involvement Extracurricular activities

13. Standards and Competency-Related Data Percentage of students who: Have 4-year plans Participate in job shadowing Have set and achieved their goals Apply conflict resolution skills

14. Disaggregate Data Gender Ethnicity Socio-economic status Language Special Education Grade level Teacher

15. Program Evaluation Data: Process data Perception data Results data

16. Process data �What you did for whom� Evidence that the event occurred How the activity was conducted Did the program follow the prescribed practice?

17. Process Data - Examples Six counseling groups with 8 students each were held 1,350 6-8th grade students received the �Time to Tell� guidance lesson All incoming high school students were seen individually to prepare 4 year plan.

18. Perception Data �What others think, know or demonstrate� data. Measures competency achieved, knowledge gained or attitudes/beliefs of students Pre-post Competency achievement Surveys Evaluations Measures what students are perceived to have gained in knowledge

19. Perception Data - Examples Competency Achievement Every student in grades 9-12 completed a 4 year plan Every 10th grade student completed an interest inventory Knowledge Gained 89% of students demonstrate knowledge of promotion/ retention criteria 92% can identify Early Warning Signs of violence Attitudes or Beliefs 74% of students believe fighting is wrong 29% of students feel safe at school 78% know the name of their school counselor

20. Results Data �So WHAT� data Hard data Application data Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Attendance Behavior Academic achievement

21. Results Data - Examples 42 students on the retention list avoided retention Graduation rates improved 14% over three years Attendance improved among 9th grade males by 49%

22. Data Over Time Immediate Intermediate Long range (Impact Over Time)

23. Action Plans - 2 Types Planned Guidance Curriculum structured developmental lessons designed to assist in competency attainment provides EVERY student the knowledge and skills in the three domain areas (A, C, P/S) Intentional Guidance Planning Activities data driven - where are your gaps? what must be in place to ensure equity and access to achievement for all?

24. Planned Guidance Curriculum Action Plans Standards to be addressed Competency (or indicator) Description of guidance lesson Assurance it is for EVERY student Title of curriculum (cross-walked) Timeline (projected start - end date) Name of who is responsible for delivery Means of evaluation Expected results Reviewed by administrator

25. Data: Intentional Guidance (Closing the Gap) Not all students learn at the same pace Disaggregating data helps focus on where additional help is needed Helps uncover access and equity issues Counselors design intentional activities to remove barriers to learning Advocate for all students

26. INTENTIONAL GUIDANCE ACTION PLANS: Data that drives the decision Standards to be addressed Competency (or indicator) Description of guidance activity Title of curriculum that may be used (cross-walked) Timeline (projected start - end date) Name of who is responsible for delivery Means of evaluating student success Expected results Reviewed by administrator

27. INTENTIONAL GUIDANCE EXAMPLE: Landmark Middle School Any student who received a SARB II letter Individuals / groups 200 students comparison of attendance records within targeted groups comparison of academic record and discipline 10% improvement in attendance

28. Results Report How are students different as a RESULT of what you do? What does the data tell you? Was the program successful? What worked? What did NOT work? What needs to be changed?

29. Results Report- A Tool For Ensuring program was carried out Evidence that every student was served National Standards are addressed Developmentally appropriate Documenting process, perception, results data; immediate, intermediate, and long range impact of program Analyze effects Share successes Advocate for systemic change

30. Results Report Examples Planned Guidance Curriculum Intentional Guidance (Closing the Gap)

31. Impact Over Time Show several years of growth Connect to standards Don�t measure EVERYTHING Make decisions based on needs of district, site and access to data Goal is to learn from data, not be evaluated on data

32. Advocacy Pieces Elementary and Secondary Narratives Board Presentation Elementary School Middle School High School Alternative Ed Student Assistance Program Newsletters

33. Thanks for coming! I hope I�ve made data less scary, and helped you to understand how to utilize its power, as you advocate for school counseling programs.