School Counselors Using Data

1
School Counselors Using Data

• Jay Carey and Carey Dimmitt
• Center for School Counseling Outcome Research
• UMass Amherst
• CT Guidance Leaders
• March 12, 2004

2
Data Can Be Used To

• Evaluate interventions and programs
• Measure results and outcomes
• Assess cost-effectiveness
• Make decisions
• Monitor student progress
• Change systems

3
Data Can Be Used To

• Identify needs
• Describe problems
• Discover patterns
• Target interventions
• Identify best practices
• Plan programs

4
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.

5
Why Use Data?

• Data can help schools evaluate program
  effectiveness and keep the focus on student
  learning outcomes.
• Data can provide feedback to counselors, teachers
  and administrators about what is working, what
  needs to continue, and what can be cut.

6
Why Use Data?

• 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.

7
Why Use Data?Jay Careys 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.

8
Data-Driven School Counseling Programs

• Implement comprehensive programs based on
  national design and local need
• Use data to determine directions
• Measure results
• Share successes

9
What Data Do We Use?

• Student Achievement Data
• Achievement-Related Psychosocial Data
• Career Development Data
• Student Diversity Data
• School Data

10
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
• 2. Criterion-Referenced Standardized Tests
• Scores referenced to performance standards
• State achievement tests
• Content related to state curriculum frameworks
• Content Validity

11
Student Achievement Data

• 3. Performance tests or changes in
• achievement levels (advancement in Math or
• English, for example)
• 4. Portfolios
• 5. Course grades and GPA
• 6. Completion of college prep requirements
• 7. Drop-out rate

12
Achievement-RelatedPsychosocial Data

• Attendance rates
• Behavioral problems
• Student attitudes
• Discipline referrals
• Suspension rates
• Drug, Tobacco, and Alcohol use patterns
• Parent involvement
• Extracurricular activities

13
Career Development Data

• 1. College Placements
• 2. Financial Aid Offers
• 3. Vocational Placements
• 4. Percentage of students who
• Have 4-year plans
• Participate in job shadowing
• Have completed career interest inventories

14
Student Diversity Data

• Race
• Gender
• Limited English Proficiency
• English Language Learners
• Free or Reduced School Lunch
• Mobility
• Special Needs
• Achievement Quartile
• Grade

15
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

16
School Data

• School Culture and Climate
• Policies
• Expectations
• Equity
• Safety
• Student-Parent Connection and Engagement

17
School Data

• Curriculum
• Rigorous, Meaningful and Inclusive
• College Prep (with supports)
• Instruction
• Teacher Knowledge
• Teacher Expectations
• Effective Instructional Practices
• Effective Use of Homework
• Frequent Evaluation

18
What Are We Doing With All This Data, Again?

• Evaluate interventions and programs
• Measure results and outcomes
• Assess cost-effectiveness
• Make decisions
• Change systems

• Identify needs
• Describe problems
• Discover patterns
• Target interventions
• Identify best practices
• Monitor student progress
• Plan programs

19
Program Evaluation Data

• The ASCA National Model identifies three types
  of program evaluation data
• Process Data
• Perception Data
• Results Data

20
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?

21
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.

22
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.

23
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?

24
Program Evaluation Results Data

• Results data is the proof that the intervention
  has or has not influenced students behaviors.
  An intervention may occur, students may know the
  information, but the final question is whether or
  not the students are able to utilize the
  knowledge, attitudes and skills to affect
  behavior.
• Attendance, behavior and achievement data are all
  results data.

25
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.

26
Program Evaluation Summary

• Using process, perception, and results data
  allows school counselors to find out how school
  counseling program components are impacting
  student learning.
• In todays 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.