Accountability System

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Accountability System

• Using Data to Drive School Counseling Activities
• Mark Kuranz,
• mkuranz_at_wi.rr.com

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ASCA National Model
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Accountability System

• Results Report
• Program
• Guidance Curriculum
• Closing the Gap
• Impact Over Time
• School Counselor Performance Standards
• The Program Audit

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How are students different as a RESULT of what
you do?

• Results Report
• Program
• Guidance Curriculum
• Closing the Gap
• Impact Over Time

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What Is Your Relationship with Education Data?

• Nonexistent?
• Reactive?
• Proactive?

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The Power of Data

• Provide objective snapshots of the students,
  school, community
• Surface evidence of access or equity issues
• Break old myths eliminate denial
• Create urgency/energy for change
• Provide direction data driven decisions

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The Power of Data

• Challenge existing behavior, funding patterns,
  programs, policies
• Use as an accountability tool
• Focuses resources where they are most needed
• Supports grant writing efforts

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Using Data to Spur Systemic Change

• School Counselors must be proficient in
• Accessing data
• Analyzing data
• Interpreting data
• Presenting data
• School Counselors must use data to
• - Recognize barriers to learning
• Point out the system inequities
• Advocate for system change
• Create urgency for change

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How Not to Use Data

• To place blame
• To focus on the past
• To maintain the status quo

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What Data Should You CollectData has
many gap closing and diagnostic uses and can be
categorized differently
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Demographic DataWhat do you want to know?

• Student demographics what are the
  characteristics of our students?
• Gender
• Ethnicity
• Socio-economic status (free/reduced lunch)
• Limited English Proficiency
• Family configuration
• Mobility

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Rhode Island Shifts in Student Demographics
Source US Census Bureau, Population
Projections, in Education Week, September 27,
2000.
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Portland PS Demographics Today

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Student Demographics
Pike High School Indianapolis, IN
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Attainment DataWhat do you want to know?

• Attainment How many make it to - and beyond key
  points in the system?
• Advance to next grade
• Transition from middle school to high school
• Graduation rate
• Type of high school diploma
• Matriculation to an institution of higher
  education
• Persistence beyond freshman year
• Earning a college diploma

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Highest Educational Attainment for Every 100
Kindergartners
(Age 25-29)
Source US Department of Commerce, Bureau of the
Census. March Current Population Survey,
1971-2001, In The Condition of Education 2002
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Get Local Graduates

• Public
  K-12
• Enrollment
  Graduates
• African American 8.1 6.3
• Asian 3.2 3.2
  
• Hispanic 14.8 8.9
• Native American 1.0 .4
• White 73.4 81.1
• Totals 158,046
  8,603

2001-02 NCES Data
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Ninth Grade Retention Rate Reduction as a Result
of School Counselor Interventions
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Ninth Grade Retention Rate Reduction as a Result
of School Counselor Interventions
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Achievement DataWhat do you want to know?

• Achievement What does achievement look like at
  different levels and with different groups of
  students?
• Overall Achievement
• Grade point average
• Standardized test scores, SAT, ACT, State tests
• Passing all subjects
• Periodic assessment
• Semester grades
• End of course tests
• Ongoing classroom assessment
• Class assignment grades
• Tests

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Achievement-Related Data

• Course enrollment patterns
• Discipline referrals
• Suspension rates
• Alcohol, tobacco and other drug violations
• Attendance rates
• Parent involvement
• Extracurricular activities

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MPS Grade 9 Reading
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African American and Latino 17 Year Olds Do Math
at Same Levels As White 13 Year Olds
Source NAEP 1999 Long Term Trends Summary Tables
(online)
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State Data

• Black eight-graders and white fourth-graders had
  almost identical scores in math on a national
  standardized test in 2003.
• Milwaukee Journal Sentinel, May 23, 2004

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Student Behavior DataWhat do you want to know?

• Student Behavior Choices What are students
  doing?
• Attendance
• Discipline referrals
• Classroom behavior
• Homework completion
• Enrollment patterns
• Algebra in 9th grade
• Upper level math and science
• Honors, AP, college credit

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Low-Income Students are Less Likely to be
Enrolled in a College Prep. Track
Source US Department of Education, National
Center for Education Statistics. National
Education Longitudinal Study of 1988 Second
Follow-Up, 1992 in A Profile of the American
High School Senior in 1992. (p. 36) Washington,
DC US Department of Education, June 1995.
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Even Low Achieving Students Go On To Postsecondary
Postsecondary includes any college, university,
vocational, or technical education entered by
2000.
Source USDOE, NCES. Coming of Age in the 1990s
The Eighth-Grade Class of 1988 12 Years Later,
NCES 2002-321. Washington, DC2002.
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Opportunity Gap DataWhat do you want to know?

• Opportunity Gaps Are some students provided more
  opportunities than others?
• Access to rigorous curriculum
• Access to quality teachers
• School policies and climate
• Special Education Screening and
  Placement
• Participation in Support Services
• Tutoring, Mentoring

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Equity?
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Program Evaluation Data What do you want to know?

• Process data
• Perception data
• Results data

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Process data What do you want to know?

• What you did for whom
• Evidence that event occurred
• How activity was conducted
• Did the program follow the prescribed practice?

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Process Data - Examples

• Weekly (32) academic support groups with 12
  students each were held
• 586 9th grade students received the The Four
  Year Plan guidance lessons
• All 4th and 5th (112) grade students
  participated in the bus buddy (4) guidance
  lessons

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Adding Process Data
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Perception Data What do you want to know?

• 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

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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
• 74of students believe fighting is wrong
• 29 of students feel safe at school
• 78 know the name of their school counselor

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Adding Perception Data
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Results Data What do you want to know?

• 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

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Results Data - Examples

• 42 students avoided retention
• Graduation rates improved 14 over three years
• Attendance improved among 9th grade males by 49

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Adding Results Data
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Academic Results Interventions (6-8)
72 students avoided retention
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Possibilities

• There are schools that show things can be
  different? Find schools like yours that have
• Closed the opportunity gaps
• Closed the achievement gap

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Resources

• American School Counselor Association
  www.schoolcounselor.org
• Education Trust web Site -www.edtrust.org
• State Department of Education
• Local School Districts
• No Excuses - Heritage Foundation
  www.noexcuses.org
• National Center for Educational Statistics
  nces.ed.gov

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Learn to Analyze and Interpret Data
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Data Analysis Keep It Simple

• Descriptive Data Powerful
• Numbers and percentages
• Rationale for Use
• The benchmark is ALL
• Usually working with entire population
• Easier for educators and public to understand

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Basic Ways to Analyze Data

• Start with simple statistics - averages, s

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Basic Ways to Analyze Data
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Data Over Time What do you want to know?

• Immediate
• Intermediate
• Long range (Impact Over Time)

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Data Over Time - Examples

• Immediate data measures
• the immediate impact
• - pre-post test, p.70-71
• Intermediate data collected
• over a short period of time
• - improved grades after
• counseling group, p. 72-73
• Long-range Longitudinal
• - data stretch over time, p.73

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Basic Ways to Analyze Data

• Start with simple statistics - averages, s
• Longitudinal

stretching data out over time
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Bus Buddy Program Results
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Basic Ways to Analyze Data

• Start with simple statistics - averages, s
• Longitudinal
• Disaggregate

slicing a piece of data

• The Power of Disaggregated Data

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Basic Ways to Analyze Data

• Start with simple statistics - averages, s
• Longitudinal
• Disaggregate

slicing a piece of data
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Basic Ways to Analyze Data

• Disaggregate

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Examples of Data to Examine
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Data Interpretation

• Look for
• Pictures Patterns Gaps
• Questions
• What problems or needs surface?
• What achievement gaps exist?
• What opportunity gaps do the data suggest?

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Uncovering the Opportunity Gaps

• Access to challenging courses
• Access to support services
• Access to resources
• Percentage of high quality teachers in school
• Distribution of teacher talent

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Percentage of High Scoring Students Placed in
Algebra in One Southern California School District
Source The Achievement Council, Inc. Los
Angeles, CA. Unpublished. 1991
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Equity?
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Data Driven Counseling Programs
Bully Proofing Program

• 70 Attendance Rate for Low SES Students

Tutoring
Mentors
Individual Counseling
Small Group
Student Focused
Manager Of Resources
Classroom Guidance
Behavior Management
Phone Contact
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Academic Achievement Student Focused
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Data Driven Counseling Programs
Change Daily Schedule

• 70 Attendance Rate for Low SES Students

Lead Advisory Training
Lead Task Force
Student Focus Groups
Disaggregate Data By Teacher
System Focused
Change Attendance Policies
Advocate for Task Force
Team With Parents Community
Advisory Program
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Highlights of Achievement

• Student to counselor ratio at CLEAR schools was
  reduced from 641/1 to 354/1.
• The Protective Schools model was implemented at
  all eight schools.
• CCBG program was implemented in every school

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Longitudinal Study

• Questions
• 1) Will the use of the Protective Schools Model
  have any impact on academic progress and
  attendance for the participating students?
• 2) Will lowering the student to counselor ratio
  and fully implementing the CCBG program have an
• increase on academic progress and attendance for
  the students?

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Reading
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
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Math
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
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Math
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
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Attendance
2000-01 3rd grade, 2001-02 4th grade, 2002-03
5th grade
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School Climate Results

• Examples of preliminary gains are as follows
• Teachers reported an increase in student safety
  at the project schools. (Source TUSD School
  Quality Survey)
• Students responded that students of different
  races ethnic backgrounds are getting along
  better at their school. (Source TUSD School
  Quality Survey)

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• Parents indicated an increase in satisfaction
  with their school. (Source TUSD School Quality
  Survey)
• All Principals indicated increased contact with
  students and a more consistent program (in
  classrooms, groups and interventions) with
  increased counseling staff. Principals consider
  the counselor indispensable. (Source Principal
  interviews March and April 2003)

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• 5th grade students reveal that they see positive
  school changes, have gained many academic and
  personal skills from their counselor and have a
  personal vision that includes continuing their
  education. (Source Focus groups conducted in
  March and April at each school2003)
  my/03

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Principal Comments

• Principals saw counselor as the primary change
  agent for the school
• Principals understood how the counselor can
  contribute to student achievement
• Principals acknowledge that the school counselor
  knows every student and is the soul or heart of
  the school.

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Minority AP Enrollment in One Jefferson County
High School - System Focused
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School Counseling Connected to the Mission of the
School
Advocacy/Leadership Ask Hard Questions Gather
Present Data Task Group Facilitation
System Focused Activities
DATA
Classroom Guidance Small Group Interventions Indiv
idual Interventions Referral
Student Focused Activities
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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?

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Results Report- A Tool For

• Ensuring program was carried out
• Every student was served
• National Student 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

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Results Report Examples

• Guidance Curriculum Results Report, p.118
• Closing the Gap Results Report, p. 117

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Accountability Getting Started

• Use what you are already doing (e.g., small group
  or one classroom).
• Use data that are already being collected such as
  attendance, behavior, grades, or other scores.
• Keep it simple percent change, pre to post
  changes.

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Accountability Getting Started

• Show several years of growth
• Connect to student standards
• Dont 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

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We need to be the change we want to see happen.
We are the leaders we have been waiting
for. Gandhi
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Without the possibility of action, all knowledge
comes to one labeled file and forget,
and I can neither file nor forget.

• -- Ralph Ellison, Invisible Man

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Accountability System

• Using Data to Drive School Counseling Activities
• Mark Kuranz,
• mkuranz_at_wi.rr.com