Data! Data! Data! Find, Understand and Use Data to Develop Comprehensive School Counseling Programs 2013-14 Fall RESA Training for School CounselorsLinda H. BrannanNCDPI ConsultantK-12 Student Support Serviceslinda.firstname.lastname@example.org
School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net • Click Professional Development • Click 2013-14 Professional Development Sessions • Click Regional Fall RESA Trainings • Day 1 Training
Presenters • Linda Brannan, NCDPI Educational Consultant - K-12 Student Support Services • Debora Williams, NCDPI Educational Consultant for Special Projects • Amy Jablonski, NCDPI Educational Consultant for RtI • Anne Nixon, NCDPI Educational Consultant for RtI • Heather Reynolds, NCDPI Educational Consultant for PBIS • Other Presenters across NC from RtI and PBIS
Training Purpose – Train the trainer • To understand how to develop a comprehensive school counseling program that meets the needs of all students using data-driven decisions • To move beyond simple collection of data to using the collected data to solve problems • To understand the tools within the NC Framework for School Counseling (ASCA National Model) • To understand the job description and the new School Counselor Evaluation
Now…. 21st Century School Counselor Leadership Advocacy Collaboration “Implement a data driven, comprehensive, developmental school counseling program to promote systemic change to increase college and career readiness for all students.”
New Question for School Counselors How are students different as a result of the School Counseling Program?
New School Counselor Evaluation (based on 2008 NC Professional Standards for SC) Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice. No Standard 6 or 8
School Counselor Job Description • Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs • Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students
Major FunctionsDuties & Responsibilities • Development & Management of comprehensive program to support academic success • Delivery of Comprehensive Services • NC Guidance Essential Standards/Curriculum • Individual Student Planning • Preventive & Responsive Services • System Support • Accountability/Growth
School Counselor Job Description Think Time • Review the Job Description • Jot down a few “aha’s” • Share with a colleague
School Counselor Job Description • New legislation reinforces job description • 80% of work time in direct support services to students • 20% in program support/management including “fair share” duties • local LEAs will develop a plan to transition test coordinator duties from school counselors
New Legislation: G.S. §115C-316.1 “Duties of School Counselors” • http://www.ncleg.net/Sessions/2013/Bills/Senate/PDF/S402v7.pdf • “SC shall implement a comprehensive developmental school counseling program in their schools. Counselors shall spend at least 80% of work time in direct student services…”
Foundation • Beliefs, Vision, Mission • Program Focus/Goals: Academics/Behavior/Career Use SMART Goals • Student Competencies: National Standards, NC Guidance Essential Standards: Skills students should know and be able to do. • Professional Competencies: NC Professional SC Standards , Job Description and School Counselor Evaluation
Program Focus/Goals • Start with your School Improvement Plan • Effective S.M.A.R.T. Goals: • Promote achievement, attendance, behavior, and/or school safety • Are based on school data • Address school-wide data, policies and practices or address closing-the-gap issues • Address student competencies
Management Tools for Program Management: • Annual Agreement • Action Plans • Lesson Plans • Calendars • Advisory Council • ASCA Tools: Competencies Assessment, Use of Time Assessment, Program Assessment, Annual Agreement, Action Plans, etc.
Calendars • How detailed are your calendars? • Can you see how you spend your time? • Program Calendars - Monthly • Individual Calendars - Weekly
Annual Agreement and Advisory Council • Annual Agreement: • a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M • Table Groups: Discuss how you may use this tool to communicate your program goals and meet criteria of SC Evaluation • Advisory Council: • Group of stakeholders to INFORM your program • This is your moment to SHINE
Example from a School District:Comprehensive School Counseling Plan & Agreement
Data & Action Plans • School Data Profile (p.66-67) reviews all sources of data from your school to develop plans for Academic, Attendance, Behavior • Three types of action plans from D3M: • Curriculum Action Plan– all students - Guidance Essential Standards – collaborative work with PLCs and to fill gaps • Closing-the Gap Action Plan – aligns with SIP - a “must-have” aligns with program goals • Small Group Plan – specific need(s) of a few
Data, Data, Data • Three types of data collected from Action Plans: • Process (what happened – what you did for whom) • Perception (what knowledge/skill/behavior was learned) • Outcome (how were students different)
Delivery • 80% of time working with or for students • Direct (with students) • Core Curriculum (NC Guidance Essential Standards) • Individual Student Planning • Responsive Services • Indirect (for students) • Referrals • Consultation • Collaboration • New Legislation: G.S. §115C-316.1 Section 8.35 “Duties of School Counselors” (Page 136 for Use of Time)
Accountability • Review and analyze Action Plans and Program Goals: • Data Analysis: Review Curriculum Results, Action Plan Results Use of Time Analysis, School Data • Program Results: Program Goal Results Reports • Evaluation and Improvement– What worked and didn’t work? Continuous Improvement (Growth) Growth model- like the DPI School Counselor Evaluation
Data/Assessment Tool Choice Measurement of student growth; assessment tool choice is dependent on thepurposeand use of measurement results- RtI Action Network
Types of Data from ASCA Process Perception Outcome What happened? What you did and for whom? What was learned? How was a student different as a result of the work? Ex: Number of students you work with during the year. Ex: What did the students learn as a result of the work you did? Ex: How does this impact the larger data sets (academics, behavior, attendance)?
Connecting the Data Sources Process Perception Outcome Surveyed 300 students in 8th grade about bullying in the school Survey following anti-bullying lessons regarding changes in bullying behavior Measure impact on Office Discipline Referrals (ODR) in the area of bullying
Connecting the Data Sources Process Perception Outcome Made contact with the identified 100 students in grades 9-12 who had 7 more absences last year than the district allows. Tracked attendance data in Home Base on a monthly basis to see progress in attendance. School Improvement Plan (SIP) goal is to reduce number of absences by 50%. Measure reduction of absences at the end of the semester. Compare to last year’s data.
Connecting the Data Sources Process Perception Outcome Identify common reasons (ex: 90% of last year’s dropouts were teen parents). Identify current teen parents: 30 students in grades 9-12. Give survey to 30 teen parents to identify barriers to completing school. Give survey after strategies/supports are given to determine reduction of barriers . Monitor class attendance and reasons for absences (ex: child care issues). School Improvement Plan (SIP) goal is to reduce number students dropping out (ex: 40 students). Number of teen parents dropping out. Attendance data
Types of Data Process Number of students you are working with throughout the year in various groups and settings – Classroom Guidance/Small Groups/Closing the Gap Goals Individual Think Time • How do you track this? • What method do you utilize to identify students to work with? • Write this on a sticky note.
Types of Data Perception Data collected to measure how student learning or behavior has changed as a result of the implemented strategies Individual Think Time • How do you determine this? • What tools do you utilize to capture what was learned? • Write this on a sticky note.
Types of Data Outcome Data collected to show the impact of your work with the students in connection to the SIP such as with the Closing the Gap Goals(ex: academic, attendance, behavior – reflects at end of year in your Outcome/Results Reports) Individual Think Time • What tools do you utilize to capture what was learned? • How do you link it back to the School Improvement Plan? • Write this on a sticky note.
Networking • Find someone in the room from another school district • Introduce yourselves and discuss process, perception, and outcome sticky notes and the connections between the three types of data
Activity • Utilize the blank data worksheet to list the data sources you utilize. • Think about additional data sources you can use
Curriculum Action Plan • Do you know what lessons you will be teaching at the beginning of the year? • Do you plan a scope of learning for your program for the various grade levels? • Use the curriculum action plan At your table groups: • Pick ONE grade level and talk about how you could collect process, perception, and outcome data over the course of the year.
Small Group • The power of setting goals for your groups. At your table groups: • Pick one type small group or that you run and talk about the three types of data.
Graduation Rate = 82.5% http://www.newsobserver.com/2013/08/08/3092325/nc-graduation-rate-rises-above.html
Dropout prevention EARLY Warning reports School Counseling/Guidance Fall Regional RESA Trainings Presenters: Debora Williams and Betsy Baugess
Do You Know? Annual Number of Dropouts in U.S.
High School Dropout Statistics Annual number of high school dropouts in U.S. 3,000,000+ http://www.statisticbrain.com/high-school-dropout-statistics/
Do You Know? Number of dropouts in North Carolina (2012)
High School Dropout Statistics Number of students dropping out of school in North Carolina (2012) 13,488 Grades 9-12 http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2011-12/consolidated-report.pdf
Do You Know? Number of NC students retained in 3rd Grade (2012)
Do You Know? 32,000 (2012)