National Centre For School Counselling Result

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Information about National Centre For School Counselling Result
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Published on October 9, 2008

Author: aSGuest622

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Reporting and Presenting Data : Reporting and Presenting Data Washington School Counselors Association John Carey National Center for School Counseling Outcome Research www.cscor.org Reporting and Presenting Data : Reporting and Presenting Data 1. Who is the audience? How much information will you present? What kinds of information will you present? How sophisticated is this audience about data? What do they already know? Reporting and Presenting Data : Reporting and Presenting Data 2. Why is the presentation being given? Give a status report-- here’s where we are Examine the effects of practices and programs– here’s what we’ve been doing and how it makes a difference Influence the direction of change– here’s what we’d like to see happen Monitor progress– here’s our progress toward our goal Reporting and Presenting Data : Reporting and Presenting Data 3. What do you want the audience to know? What do you want the presentation to accomplish? What are your goals in presenting the data? How much time do you have? How will you structure conversation about the data? Reporting and Presenting Data : Reporting and Presenting Data 4. What data (of the data available to you) will you show them to give them the needed information? Demographic data Disaggregation data Outcome, Process and Perceptual Data Reporting and Presenting Data : Reporting and Presenting Data 5. What types of data presentation forms will you use? Graphing can be done in Excel, PowerPoint, Microsoft Word or SPSS The best way to learn is to play with it… Don’t use tables and graphs unless they enhance the presentation! Reporting and Presenting Data : Reporting and Presenting Data 1. Tables Present information in rows and columns Organize data in meaningful ways Make it possible to present lots of data Useful for identifying patterns Achievement Outcomes2002 10th Grade MCAS English Language Arts : Achievement Outcomes2002 10th Grade MCAS English Language Arts Reporting and Presenting : Reporting and Presenting 2. Graphs Present data in snapshot– more impact Use bar graphs to show differences among groups over time Bar graphs are useful for disaggregation data Percent of 11th and 12th Graders Taking Advanced Math : Percent of 11th and 12th Graders Taking Advanced Math Reporting and Presenting : Reporting and Presenting 2. Graphs (con.) Use pie/circle charts to represent portions of whole Pie charts show shifts in proportions between 2 points in time 10th Grade MCAS Math Test Scores2001 and 2002 : 10th Grade MCAS Math Test Scores2001 and 2002 From 2001 to 2002 the percentage of students who received an Advanced or Proficient rating increased from 45% to 52%. Reporting and Presenting : Reporting and Presenting 2. Graphs (con.) Line graphs show trends over time Line graphs are useful for showing achievement gap data, as the gaps are evident 9th Grade Drop Out Rates : 9th Grade Drop Out Rates Presenting and Reporting Data : Presenting and Reporting Data 3. Anecdotal Data Use if data doesn’t fit logically or easily into table or graph format Academic Results Education (6-8) : Academic Results Education (6-8) The number of students who could evaluate transcripts, identify promotion retention criteria and apply study skills increased from: 55% to 98% (6th graders) 52% to 92% (7th graders) 38% to 98% (8th graders) Presenting Data : Presenting Data PowerPoint Presentation Guidelines Use PowerPoint if the audience is larger than 100 people Light text on a dark background shows up best Use contrasting colors Write only basic concepts/an outline on the slide Use active words Keep phrases/sentences short Do not read off the slide Use large font size (18 pts. or larger) Components of a Presentation : Components of a Presentation Title: Explains what presentation is about Start with general demographics of the sample if audience doesn’t know this. Present findings/data What did you learn? Depending on audience, this may need to be very explicit. Summary of findings (if presenting a lot) Next steps in data gathering Presentation Guidelines : Presentation Guidelines Keep it short and clear Relate data to school mission and goals Focus on 5-10 key points per presentation Pre-test your data presentation Presenter passion and commitment are a key component of effective presentations Comprehensive School Counseling Program : Comprehensive School Counseling Program Comprehensive School Counseling Program : Comprehensive School Counseling Program Lori Holland, Secondary Counselor on Assignment Patty Rucker, Elementary Counselor Faye Arco, Middle School Counselor Anthony Lopez, High School Counselor Vanessa Gomez, Student Assistance Program Comprehensive School Counseling ProgramASCA National Standards : Comprehensive School Counseling ProgramASCA National Standards Academic Development : Academic Development Guidance Curriculum Developing Academic 4/6 year Plans (VITA) Promotion/Retention Criteria Organization, Study and Testing Taking Skills Registration, College and High School Graduation Requirements Post High School Options Transition into the Real World 2. Intentional Guidance Individual and Group Counseling 3. Monitoring Student Progress Career Development : Career Development Guidance Curriculum Career Exploration Transition to the Real World Parent Workshops 2. Intentional Guidance Career Interest Inventories Financial Aid Workshops 3. Other Support Career Day Career Center Bilingual Financial Aid Workshops Personal/ Social Development : Personal/ Social Development Guidance Lessons Violence Prevention Social Issues Intentional Guidance Individual and Group Counseling Conflict and Peer Mediation Crisis Intervention Counseling Parent Support Student Assistance Program Prevention and Intervention Activities Insight and Support Groups Overall Program Goal : Overall Program Goal Promoting Academic Achievement For Every Student Tonight’s Presentation : Tonight’s Presentation Sample Results Academic Results Goal Setting (K-5) : Academic Results Goal Setting (K-5) After classroom guidance lessons pre-post tests indicated… student knowledge of goal setting increased from 10% to 98% 90% achieved their identified goal Academic Interventions Problem Solving (K-5) : Academic Interventions Problem Solving (K-5) PROBLEM: Monthly After-School detentions increased from 65 to 120 students Counselor determined reasons for detentions: 66% Missing Assignments 34% Inappropriate Behavior SOLUTION: Established a Homework Club and multiple after-school tutoring classes Personal/Social ResultsConflict Resolution (K-5) : Personal/Social ResultsConflict Resolution (K-5) Number of students who could peacefully resolve a conflict increased from 55% to 88% Following implementation of a Conflict Manager program the number of suspended students was reduced from 13% to 3% over the period of 3 years Academic Results Education (6-8) : Academic Results Education (6-8) The number of students who could evaluate transcripts, identify promotion retention criteria and apply study skills increased from: 55% to 98% (6th graders) 52% to 92% (7th graders) 38% to 98% (8th graders) Academic Results Interventions (6-8) : Academic Results Interventions (6-8) After Academic Counseling Groups: 37% of 6th graders (64) 24% of 7th graders (47) 72% of 8th graders (46) 157 Students Demonstrated GPA Improvement! Academic ResultsIntervention (6-8) : Academic ResultsIntervention (6-8) Counselors met with identified students either individually, in groups or in SST to analyze grades, map outcome goals, and teach skills necessary to avoid retention. 72 Students Avoided Retention Academic Results Knowledge Gained inTest-Taking Strategies : Academic Results Knowledge Gained inTest-Taking Strategies Total of 442 6th Graders Academic Results Test-Taking (6-8) : Academic Results Test-Taking (6-8) Number of students demonstrating knowledge of test-taking strategies increased from 13% to 63% Number of 6th graders completing the SAT 9 test increased from 40% to 96% Career DevelopmentResults (6-8) : Career DevelopmentResults (6-8) At one site, the number of students who could demonstrate career knowledge increased from 24% to 79% At another, the number of students setting a career goal increased from 45% to 100% Personal/Social ResultsConflict Resolution (6-8) : At one site the number of students resolving conflicts with the help of peer mediators increased from 0 to 346 At another site, the number who took advantage of peer mediation increased from 47 to 149 Personal/Social ResultsConflict Resolution (6-8) Slide 38: Academic Results (9-12) Goal: Each ninth grader has a 4 year plan on file. Over 90% of the ninth graders had a 4-year plan on file in the counseling office by June of 2001. Moreno Valley High School ELL Population Growth : Moreno Valley High School ELL Population Growth Moreno Valley High School ELL Academic Intervention Program : Moreno Valley High School ELL Academic Intervention Program 1991/1994 No Bilingual Counselors 1995 One Bilingual Counselor Parent Conferences 1997 Two Bilingual Counselors Parent Conferences Parent Workshops 1999/2001 Three Bilingual Counselors Slide 41: Started the Saturday Program with Field Work Students Started the UCR Student Mentor Program Started the 60 Day Recovery Program Increased Parent Conferences and Workshops Increased Home Visitations Increased Group Support Increased Guidance Lessons for ELL students Increased Parent Phone Contacts Utilized Parent Volunteers Improved Programs and Services Closing the Gap MVHS GPA vs. ELL GPA : Closing the Gap MVHS GPA vs. ELL GPA Career DevelopmentCanyon Springs High School : Career DevelopmentCanyon Springs High School In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day. Parent attendance at evening guidance events has increased from 150 to 500 parents Scholarship dollars for students increased from $857,000 to $950, 000 Finally, graduation rates have improved from 84 % to 89% Personal/ Social DevelopmentStandard A-B-C : Personal/ Social DevelopmentStandard A-B-C Student Assistance Program “Getting Help” : “Getting Help” 48 Insight Groups (6-10 students per group) Alcohol and Other Drug Use Anger Management Behavior Management 388 Referrals to Outside Agencies Department of Mental Health (5150) Juvenile Justice System Mental Health Agencies and Services Slide 46: Change in Student Behavior as Measured by the Number of Referrals and Suspensions at VVHS Before, During, and After Involvement in SAP Insight Group From September 2000 to May 2001 Change in Chemical Useas a Result of SAP Insight Groups : Change in Chemical Useas a Result of SAP Insight Groups 93% of the Students Chose Healthier Behaviors Violence Prevention Education : Violence Prevention Education 453 “Time to Tell” Guidance Lessons presented to students 11,525 Students Impacted 673 Staff Trained in recognizing the “Early Warning Signs”of violence Slide 49: Conflict Mediations 11 Pre-Fights 11 Fights 27 Conflict Mediations 59 Pre-Fights 12 Fights 9 First Semester: (Before lessons) Second Semester: (After lessons) Number of fights reduced by 200% Documented Changes in Student Behavior as a Result of Guidance Lesson at March Mountain and March Valley Schools Slide 50: Improvement in Attendance at Bayside as a Result of Classroom Presentations and Attendance Intervention % Positive Attendance Overall Program Improvement : Overall Program Improvement Aligning school counseling program with the ASCA National Standards and state content standards Setting measurable goals Implementing a consistent program district wide Collecting results of the counseling program Using results for program improvement GOALS: Removing barriers to learning and promoting academic success for every student School Counselors : School Counselors Thank you for your support! Closing the Math Achievement Gap at the R.M. Nixon School : Closing the Math Achievement Gap at the R.M. Nixon School Gina Franco Fall 2004 Working toward change : Working toward change Seven steps in using data in advocacy and systems change: Describe the problem Generate vision data Commit to benchmarks Identify places to intervene Select interventions Evaluate implementation Monitor problem data “Schools are no longer judged by the accomplishments of their brightest students; they are held accountable for every student’s progress.” (ASCA, 2003) (Carey, 2004) Describe the problem : Describe the problem School wide underperformance is reflected in MCAS results MCAS Mathematics scores are “Needs Improvement or Failing” for more than 50% of students Disaggregated data shows a significant achievement gap between minority students and white students Step 1 Describe the problem : Describe the problem Step 1 Generate vision data : Generate vision data MCAS pass rates for 4th grade mathematics in 2008* *Can also apply to 6th grade and 8th grade data Good vision data is Agreed upon by many in the system Concrete & specific Measurable Outcome-oriented Attainable Tied to a deadline Related to values Step 2 (Carey, 2004) Commit to benchmarks : Commit to benchmarks MCAS pass rates for 4th grade mathematics What will this look like over the course of 5 years? Step 3 Identify places to intervene : Potential areas Students Peers Teachers Whole school Family Community Culture Identify places to intervene Step 4 “Quality teachers, rigorous curriculum, and standards-based assignments are all variables that literature has shown influences the achievement gap.” (ASCA, 2003) (Carey, 2004) Select interventions : Specialized Professional Development Select interventions Yearly Progress Pro (Math) Math PALS Step 5 Yearly Progress Pro Math is… : Yearly Progress Pro Math is… A computer-based program for monitoring all students’ progress in math Aligned to state and national standards Linked to data-based management system so teachers can track student performance in real time www.mhdigitallearning.com Yearly Progress Pro (Math) Students Step 5 Select interventions YPP Math provides… : YPP Math provides… Resources to assist teachers in the classroom Curriculum-based assessments delivered weekly to all students Instructional exercises for each skill addressed Accountability data for decision-making regarding student needs Students Yearly Progress Pro (Math) Step 5 Select interventions YPP Math helps educators… : YPP Math helps educators… Identify students in need of additional or different forms of instruction Design stronger instructional programs Monitor progress of all students toward state/district standards Effect better achievement outcomes for students Yearly Progress Pro (Math) Students Step 5 Select interventions Math PALS is… : Math PALS is… A structured approach for peer tutoring in math Designed to complement existing curricula and instructional methods Developed to incorporate research-based tutoring methods A recipient of “best practice” status by U.S. Dept. of Ed. Program Effectiveness Panel Math PALS Peers Step 5 Select interventions http://www.k8accesscenter.org/training_resources/documents/PeerTutoringFinal.pdf Math PALS encourages… : Math PALS encourages… Peer Assisted Learning Strategies (PALS) Student pairs to practice skills in alternating roles of player and coach Students to receive step-by-step feedback through peer interactions Students to work on different levels and different types of problems Math PALS Peers Step 5 Select interventions Math PALS research shows… : Math PALS research shows… Statistically significant increases in math achievement scores Improvement in student social skills Students’ abilities to create more meaningful memories of concepts Academic improvement in both tutor and tutee Math PALS Peers Step 5 Select interventions Specialized PD means... : Specialized PD means... Providing diversity training for teachers Providing training in higher-order thinking skills Offering incentives for teachers to take classes in their subject areas Providing consultation and in-class support for teachers Specialized Professional Development Teachers Step 5 Select interventions PD is important because… : PD is important because… Teachers have significant impact on student learning Teacher effectiveness is a factor that can influence students’ gains in achievement more than poverty or per-pupil expenditures Teachers Specialized Professional Development Step 5 Select interventions PD research shows that… : PD research shows that… Five aspects of teacher quality can affect student achievement: A teacher’s major Professional development in higher-order thinking skills Diversity training Use of hands-on learning in classroom Focus on higher-order thinking skills in classroom Teachers Specialized Professional Development Step 5 Select interventions (Wenglinsky, 2002) Evaluate implementation : Evaluate implementation Step 6 Annual evaluations will include MCAS results, school climate data, honor roll data Sporadic classroom visits will be conducted to monitor program implementation Monitor problem data : Monitor problem data Step 7 4th grade English Language Arts vision data Results from math intervention evaluations will determine decision-making for English Language Arts (e.g. Reading PALS, Renaissance Learning management software for reading & writing akin to YPP) Intended Results : Intended Results Math PALS “We need to be the change we want to see happen. We are the leaders we have been waiting for.” - Mahatma Gandhi Higher expectations Improved attitudes toward school Fewer minority students in special education Less absenteeism Increased math achievement Enhanced social skills More effective classroom practices References & resources : References & resources American School Counselor Association (2003). The ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA: Author. Carey, John. (Fall 2004). R. M. Nixon School Using Data. [Lecture notes] Wenglinsky, H. (2002). How schools matter: The link between classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Useful websites: http://www.mhdigitallearning.com http://www.k8accesscenter.org/training_resources/documents/PeerTutoringFinal.pdf Thank You!Center for School Counseling Outcome Researchwww.cscor.org : Thank You!Center for School Counseling Outcome Researchwww.cscor.org

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