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WSCA2 School Counselors Using data 1

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Information about WSCA2 School Counselors Using data 1
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Published on January 14, 2008

Author: Patrizia

Source: authorstream.com

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School Counselors Using Data :  School Counselors Using Data Washington School Counselors Association John Carey National Center for School Counseling Outcome Research UMass Amherst www.cscor.org Data Can Be Used To::  Data Can Be Used To: Evaluate interventions and programs Measure results and outcomes Assess cost-effectiveness Make decisions Monitor student progress Change systems Data Can Be Used To::  Data Can Be Used To: Identify needs Describe problems Discover patterns Target interventions Identify best practices Plan programs Why Use Data?:  Why Use Data? Data can convince people of the need to change. Data can uncover problems that might otherwise remain invisible. Data can confirm or discredit assumptions about students and school practices. Data can get to the root of problems, pinpoint areas where change is most needed and guide resource allocation. Data can help schools evaluate program effectiveness and keep the focus on student learning outcomes. Why Use Data?:  Why Use Data? Data can provide feedback to counselors, teachers and administrators about what is working, what needs to continue, and what can be cut. Data can prevent over-reliance on standardized test scores. Data can prevent one-size-fits-all and quick-fix solutions. Data can give schools the ability to respond accurately to accountability questions. Data can help build a culture of inquiry and continuous improvement. Why Use Data? Carey’s Postulates:  Why Use Data? Carey’s Postulates Focusing on data can free people from guilt and blame and allow them to have conversations that would not happen otherwise. Good people can have bad data. Data-Driven School Counseling Programs:  Data-Driven School Counseling Programs Implement comprehensive programs based on national design and local need Use data to determine directions Measure results Share successes Program Evaluation Data:  Program Evaluation Data The ASCA National Model identifies three types of program evaluation data: Process Data Perception Data Results Data Program Evaluation: Process Data:  Program Evaluation: Process Data Process Data: What was done for whom? Who received services? Ninth graders? Students at risk of failing math? What did they receive? Curriculum intervention? Small-group intervention? When did they receive it? All year? Twice? For 30 minutes? Where and How was it provided? In the classroom? After school? Program Evaluation: Process Data:  Program Evaluation: Process Data Process data alone does not tell us whether or not the student is different (in behavior, attitude or knowledge) as a result of this activity. Coupled with results data, process data can help identify what factors may have led to success in an intervention. Program Evaluation: Perception Data:  Program Evaluation: Perception Data Perception data measures how students are different as a result of an intervention. Did students gain competencies? Every 10th grade student completed an interest inventory. 85% of 6th graders identified the steps in the conflict resolution process. Did they gain knowledge? 87% of 9th graders demonstrated knowledge of graduation requirements. Were there changes in their attitudes or beliefs? 86% of students believe smoking cigarettes is unhealthy. Program Evaluation: Perception Data:  Program Evaluation: Perception Data Differences in student knowledge, competency and attitudes are measured through: Pre-post tests What do students know/believe before and after the intervention? Completion of an activity Completion of a 4-year plan Surveys What do students say they believe or know? Program Evaluation: Results Data:  Program Evaluation: Results Data Results data is the proof that the intervention has or has not influenced students’ behaviors. An intervention may occur (process data), students may know the information (perception data), but the final question is whether or not the students are able to utilize the knowledge, attitudes and skills to affect behavior (results data). Program Evaluation: Results Data:  Program Evaluation: Results Data Results data can be complex because many factors impact behavior change. A decrease in disciplinary referrals for bullying may be the result of a violence prevention curriculum, but there are likely to be other things influencing that outcome as well. Conversely, finding no changes in results data does not mean that an intervention has necessarily been unsuccessful. Program Evaluation: Results Data:  Program Evaluation: Results Data How do we measure what our results are? How do we show that what we do makes a difference? What Data Do We Use to Measure Results?:  What Data Do We Use to Measure Results? Student Achievement Data Achievement-Related Psychosocial Data Career Development Data School Process Data Student Achievement Data:  Student Achievement Data 1. Norm-Referenced Standardized Tests Scores referenced to national average PSAT, SAT, ACT, Iowa, Metropolitan Content related to “invisible national curriculum” Predictive Validity Results data example: After a semester-long after school tutoring program on the SAT, students who participated in the program raised their scores an average of 83 points total. Those who did not participate had an average increase of 26 points. Student Achievement Data:  Student Achievement Data 2. Criterion-Referenced Standardized Tests Scores referenced to performance standards State achievement tests (MCAS) Content related to state curriculum frameworks Content Validity Results data example: Half of the students who failed the 10th grade English MCAS received tutoring in English during a study hall one day a week for a semester. Thirty percent of those who received tutoring passed the next MCAS, compared to 5% of those who were not tutored. Student Achievement Data:  Student Achievement Data 3. Performance tests or changes in achievement levels (advancement in Math or English, for example) Results data example: In October, all 9th grade students received a 40-minute curriculum on HS graduation and college entrance requirements. The previous year (in 8th grade), 18% of this group had been required to take Math or English in summer school. In 9th grade, 12% of them had to repeat Math or English. Student Achievement Data:  Student Achievement Data 4. Portfolios Results data example: All 3rd grade students received 3 30-minute classes on conflict resolution. When asked to role play and then write down the 4-step process they had learned, 72% were able to effectively role play and 83% were able to effectively write down the steps involved in conflict resolution (this is perception data as well). These outcomes were then placed in their portfolios. Student Achievement Data:  Student Achievement Data 5. Course grades and GPA Results data example: One 8th grade team of 120 students received three 40-minute guidance classes about test-taking, organization skills, study skills, and homework completion strategies. Their collective GPA rose from 2.54 the 1st semester to 2.87 the 2nd semester, compared to the other teams which did not see a rise in GPA from one semester to the next. Student Achievement Data:  Student Achievement Data 6. Completion of college prep requirements Results data example: A guidance program organized a parent information night and a 30-minute assembly for all 8th grade students about HS graduation and college entrance requirements. By the end of 10th grade 64% of the girls (compared to 52% the previous year), 74% of the students of color (compared to 56% the previous year) and 85% of all students (compared to 76% the previous year) had passed Algebra. Student Achievement Data:  Student Achievement Data Drop-out rate Process data example: Thirty students at risk of dropping out were identified. They were all offered the opportunity to participate in a counseling/tutoring group. Eleven of the 13, or 85% (11/13=.85) who chose to participate continued in school, compared to 5 of the 17, or 30% (5/17=.30) of those who chose not to participate. Achievement-Related Psychosocial Data:  Achievement-Related Psychosocial Data Attendance rates Behavioral problems Student attitudes Discipline referrals Suspension rates Drug, Tobacco, and Alcohol use patterns Parent involvement Extracurricular activities Achievement-Related Psychosocial Data:  Achievement-Related Psychosocial Data Attendance rates Results data example: A guidance curriculum about HS graduation requirements, post-secondary options, and related lifetime earnings was held with the 37 10th grade students who had more than 5 unexcused absences. The following semester only 23 of those 37 students (23/37=62%) had more than 5 unexcused absences, a reduction of 38%. Career Development Data:  Career Development Data 1. College Placements 2. Financial Aid Offers 3. Vocational Placements 4. Percentage of students who: Have 6-year or 4-year plans Participate in job shadowing Have completed career interest inventories Achievement-Related Psychosocial Data:  Achievement-Related Psychosocial Data Behavioral problems In a 6th grade class which had a high number of bullying instances the counselor asked the teacher to keep track of the number of bullying events in a 2-week period. Two 30-minute guidance classes on bullying prevention were held. The teacher tracked incidences again, and the number went down from 7 to 3, a 57% decrease (4/7=.57) Student Diversity Data:  Student Diversity Data Race Gender Limited English Proficient English Language Learners Free or Reduced School Lunch Mobility Special Needs Achievement Quartile Grade School Data:  School Data Course Taking Gate courses: 8th Grade Algebra, Algebra 2 Honors and Advanced Placement Courses Special Programs Special Education Bilingual Education Services Academic Support Programs Guidance Programs School Culture and Climate Policies Expectations Equity Safety School Data:  School Data Student and Parent Connection and Engagement Curriculum Rigorous, Meaningful and Inclusive College Prep (with supports) Instruction Teacher Knowledge Teacher Expectations Effective Instructional Practices Effective Use of Homework Frequent Evaluation Summary:  Summary Using process, perception and results data allows school counselors to find out how school counseling program components are impacting student learning. In today’s educational climate, we need to constantly assess the effectiveness of programs and practices. Efforts that are not leading to higher academic outcomes for all students need to be re-evaluated. We can show that what we are doing makes a difference for all the students in our schools. Having a Data-Based Discussion:  Having a Data-Based Discussion Disaggregating Triangulating Disaggregating Data:  Disaggregating Data Comparing and contrasting the performance of different groups of students on some outcome measure. (Results Data) Comparing and contrasting the rates of participation of different groups of students in school programs and activities related to outcomes. (Process Data) Comparing and contrasting the perceptions of different groups of students on factors related to outcomes. (Perceptual Data) Disaggregation Categories:  Disaggregation Categories Race Gender Limited English Proficient Academic/Vocational Track English Language Learners Free or Reduced School Lunch Mobility Special Needs Achievement Quartile Grade Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS English Language Arts Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics:  Disaggregating Data Achievement Outcomes 2002 10th Grade MCAS Mathematics Disaggregating School Process Data % Attending Gateway Classes Partnership District Data:  Disaggregating School Process Data % Attending Gateway Classes Partnership District Data Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project:  Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project I work hard in school because the teacher demands it. Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project:  Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project I am happy to be at this school. Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project:  Disaggregating Perceptual Data School Climate Survey Minority Student Achievement Project How many teachers know how capable you are to do well in school? Triangulate:  Triangulate Use three different independent sources of data to describe the problem. Results Data School Process Data Perceptual Data Triangulating:  Triangulating THE PROBLEM Results Data Perceptual Data School Process Data Triangulating:  Triangulating THE PROBLEM High percentages of African American Students Fail 10th grade MCAS. Perceptual Data School Process Data Triangulating:  Triangulating THE PROBLEM High percentages of African American Students Fail 10th grade MCAS. Perceptual Data Low percentages of African American Students Take 8th Grade Algebra and Algebra 2 Triangulating:  Triangulating THE PROBLEM High percentages of African American Students Fail 10th grade MCAS. Many African American Students Report Teachers Do Not Think They Are Able To Go To College. Low percentages of African American Students Take 8th Grade Algebra and Algebra 2 National Center for School Counseling Outcome Research:  National Center for School Counseling Outcome Research Thank You http://www.umass.edu/schoolcounseling/

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