School Counselors School Counselors Using Data Using Data

Data Can Be Used To:Data Can Be Used To:

►Evaluate interventions and programsEvaluate interventions and programs►Measure results and outcomesMeasure results and outcomes►Assess cost-effectivenessAssess cost-effectiveness►Make decisionsMake decisions►Monitor student progressMonitor student progress►Change systemsChange systems

Data Can Be Used To:Data Can Be Used To:

► Identify needsIdentify needs►Describe problemsDescribe problems►Discover patternsDiscover patterns►Target interventionsTarget interventions► Identify best practicesIdentify best practices►Plan programsPlan programs

Why Use Data?Why Use Data?

►Data can convince people of the need to Data can convince people of the need to change.change.

►Data can uncover problems that might Data can uncover problems that might otherwise remain invisible.otherwise remain invisible.

►Data can confirm or discredit Data can confirm or discredit assumptions about students and school assumptions about students and school practices.practices.

►Data can get to the root of problems, Data can get to the root of problems, pinpoint areas where change is most pinpoint areas where change is most needed, and guide resource allocation.needed, and guide resource allocation.

Why Use Data?Why Use Data?

►Data can help schools evaluate Data can help schools evaluate program effectiveness and keep the program effectiveness and keep the focus on student learning outcomes.focus on student learning outcomes.

►Data can provide feedback to Data can provide feedback to counselors, teachers and counselors, teachers and administrators about what is working, administrators about what is working, what needs to continue, and what can what needs to continue, and what can be cut.be cut.

Why Use Data?Why Use Data?

►Data can prevent over-reliance on Data can prevent over-reliance on standardized test scores.standardized test scores.

►Data can prevent one-size-fits-all and Data can prevent one-size-fits-all and quick-fix solutions.quick-fix solutions.

►Data can give schools the ability to Data can give schools the ability to respond accurately to accountability respond accurately to accountability questions.questions.

►Data can help build a culture of inquiry Data can help build a culture of inquiry and continuous improvement.and continuous improvement.

Why Use Data?Why Use Data?

►Focusing on data can free people from Focusing on data can free people from guilt and blame and allow them to guilt and blame and allow them to have conversations that would not have conversations that would not happen otherwise.happen otherwise.

►Good people can have bad data.Good people can have bad data.

Data-Driven School Data-Driven School Counseling ProgramsCounseling Programs

► Implement comprehensive Implement comprehensive programs based on national design programs based on national design and local needand local need

►Use data to determine directions Use data to determine directions ►Measure results Measure results ►Share successesShare successes

What Data Do We Use?What Data Do We Use?

►Student Achievement DataStudent Achievement Data►Achievement-Related Psychosocial Achievement-Related Psychosocial

Data Data ►Career Development DataCareer Development Data►Student Diversity DataStudent Diversity Data►School DataSchool Data

Student Achievement DataStudent Achievement Data

1. Norm-Referenced Standardized Tests1. Norm-Referenced Standardized Tests Scores referenced to national averageScores referenced to national average PSAT, SAT, ACT, Iowa, MetropolitanPSAT, SAT, ACT, Iowa, Metropolitan Content related to “invisible national Content related to “invisible national

curriculum”curriculum” Predictive ValidityPredictive Validity

2. Criterion-Referenced Standardized Tests2. Criterion-Referenced Standardized Tests Scores referenced to performance standardsScores referenced to performance standards TAKS TAKS State achievement testsState achievement tests Content related to state curriculum frameworksContent related to state curriculum frameworks Content ValidityContent Validity

Student Achievement DataStudent Achievement Data

3. Performance tests or changes in 3. Performance tests or changes in

achievement levels achievement levels (advancement in Math (advancement in Math or or

English, for example)English, for example)

4. Portfolios4. Portfolios

5. Course grades and GPA5. Course grades and GPA

6. Completion of college prep 6. Completion of college prep requirementsrequirements

7. Drop-out rate7. Drop-out rate

Achievement-RelatedAchievement-RelatedPsychosocial DataPsychosocial Data

1.1. Attendance ratesAttendance rates

2.2. Behavioral problemsBehavioral problems

3.3. Student attitudesStudent attitudes

4.4. Discipline referralsDiscipline referrals

5.5. Suspension ratesSuspension rates

6.6. Drug, Tobacco, and Alcohol use patternsDrug, Tobacco, and Alcohol use patterns

7.7. Parent involvementParent involvement

8.8. Extracurricular activitiesExtracurricular activities

Career Development DataCareer Development Data

1. College Placements 1. College Placements 2. Financial Aid Offers2. Financial Aid Offers3. Vocational Placements3. Vocational Placements4. Percentage of students who:4. Percentage of students who:

Have 4-year plansHave 4-year plans Participate in job shadowingParticipate in job shadowing Have completed career interest inventoriesHave completed career interest inventories

Student Diversity DataStudent Diversity Data

►RaceRace►GenderGender►Limited English ProficiencyLimited English Proficiency►English Language LearnersEnglish Language Learners►Free or Reduced School LunchFree or Reduced School Lunch►MobilityMobility►Special NeedsSpecial Needs►Achievement QuartileAchievement Quartile►Grade Grade

School DataSchool Data

►Course TakingCourse Taking Gate courses: 8Gate courses: 8thth Grade Algebra, Algebra Grade Algebra, Algebra

22 Honors and Advanced Placement CoursesHonors and Advanced Placement Courses

►Special ProgramsSpecial Programs Special EducationSpecial Education Bilingual Education ServicesBilingual Education Services Academic Support ProgramsAcademic Support Programs Guidance ProgramsGuidance Programs

School DataSchool Data

►School Culture and ClimateSchool Culture and Climate PoliciesPolicies ExpectationsExpectations EquityEquity SafetySafety

►Student-Parent Connection and Student-Parent Connection and EngagementEngagement

School DataSchool Data

►CurriculumCurriculum Rigorous, Meaningful and InclusiveRigorous, Meaningful and Inclusive College Prep (with supports)College Prep (with supports)

► InstructionInstruction Teacher KnowledgeTeacher Knowledge Teacher ExpectationsTeacher Expectations Effective Instructional PracticesEffective Instructional Practices Effective Use of HomeworkEffective Use of Homework Frequent EvaluationFrequent Evaluation

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

► Evaluate Evaluate interventions and interventions and programsprograms

► Measure results and Measure results and outcomesoutcomes

► Assess cost-Assess cost-effectivenesseffectiveness

► Make decisionsMake decisions► Change systemsChange systems

► Identify needsIdentify needs►Describe problemsDescribe problems►Discover patternsDiscover patterns► Target interventionsTarget interventions► Identify best Identify best

practicespractices►Monitor student Monitor student

progressprogress► Plan programsPlan programs

Program Evaluation DataProgram Evaluation Data

►The ASCA National Model identifies The ASCA National Model identifies three types of program evaluation three types of program evaluation data:data: Process DataProcess Data Perception DataPerception Data Results DataResults Data

Program Evaluation: Process Program Evaluation: Process DataData

►Process Data: What was done for whom?Process Data: What was done for whom? Who received services?Who received services?

►Ninth graders? Students at risk of failing math?Ninth graders? Students at risk of failing math?

What did they receive?What did they receive?►Curriculum intervention? Small-group Curriculum intervention? Small-group

intervention?intervention?

When did they receive it?When did they receive it?►All year? Twice? For 30 minutes?All year? Twice? For 30 minutes?

Where and How was it provided?Where and How was it provided?►In the classroom? After school?In the classroom? After school?

Program Evaluation: Process Program Evaluation: Process DataData

►Process data alone does not tell us Process data alone does not tell us whether or not the student is different whether or not the student is different (in behavior, attitude or knowledge) as (in behavior, attitude or knowledge) as a result of this activity.a result of this activity.

►Coupled with results data, process Coupled with results data, process data can help identify what factors data can help identify what factors may have led to success in an may have led to success in an intervention.intervention.

Program Evaluation: Perception Program Evaluation: Perception DataData

►Perception data measures how Perception data measures how students are different as a result of an students are different as a result of an intervention. intervention. Did students gain competencies?Did students gain competencies?

►Every 10Every 10thth grade student completed an interest inventory. grade student completed an interest inventory.►85% of 685% of 6thth graders identified the steps in the conflict graders identified the steps in the conflict

resolution process. resolution process. Did they gain knowledge? Did they gain knowledge?

►87% of 987% of 9thth graders demonstrated knowledge of graders demonstrated knowledge of graduation requirements.graduation requirements.

Were there changes in their attitudes or beliefs?Were there changes in their attitudes or beliefs?►86% of students believe smoking cigarettes is unhealthy.86% of students believe smoking cigarettes is unhealthy.

Program Evaluation: Perception Program Evaluation: Perception DataData

►Differences in student knowledge, Differences in student knowledge, competency and attitudes are competency and attitudes are measured through:measured through: Pre-post testsPre-post tests

►What do students know/believe before and What do students know/believe before and after the intervention?after the intervention?

Completion of an activityCompletion of an activity►Completion of a 4-year planCompletion of a 4-year plan

SurveysSurveys►What do students say they believe or know?What do students say they believe or know?

Program Evaluation: Results Program Evaluation: Results DataData

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

►Attendance, behavior and Attendance, behavior and achievement data are all results data.achievement data are all results data.

Program Evaluation: Results Program Evaluation: Results DataData

►Results data can be complex because Results data can be complex because many factors impact behavior change. A many factors impact behavior change. A decrease in disciplinary referrals for decrease in disciplinary referrals for bullying may be the result of a violence bullying may be the result of a violence prevention curriculum, but there are likely prevention curriculum, but there are likely to be other things influencing that to be other things influencing that outcome as well. Conversely, finding no outcome as well. Conversely, finding no changes in results data does not mean changes in results data does not mean that an intervention has necessarily been that an intervention has necessarily been unsuccessful.unsuccessful.

Program Evaluation SummaryProgram Evaluation Summary

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

► In today’s educational climate, we need to In today’s educational climate, we need to constantly assess the effectiveness of constantly assess the effectiveness of programs and practices.programs and practices.

►Efforts that are not leading to higher Efforts that are not leading to higher academic outcomes for all students need to academic outcomes for all students need to be re-evaluated.be re-evaluated.