Title: DPS School Counseling Summer Academy Day Two: Using a DataDriven Approach to Urban School Counseling
1DPS School Counseling Summer AcademyDay Two
Using a Data-Driven Approach to Urban School
Counseling PracticeFacilitated byPatricia Gould
2Agenda
- The School Performance Framework
- ASCA National Model Management System
- The Use of Data to Effect Change
- Action Plans/Connecting to School Improvement
- Assessing Data through IC
3School Performance Framework
- DPS awarded 4.75M from The Michael Susan Dell
Foundation and The Eli and Edythe Broad
Foundation to support a new effort to - strengthen accountability throughout every school
and every central office - empower staff with critical information that can
be used to improve student achievement and
district performance.
4Purpose of SPF
- Provides a body of evidence related to student
and school performance - Is the basis of school accreditation ratings
required - by statute
- Aligns district goals, state requirements, and
federal mandates - Provides information for teacher and principal
compensation systems
5Structure of SPF
- Areas of Interest (2)
- Is the program a success?
- Is the educational organization effective and
well run? - Indicators (6)
- Student progress over time (growth)
- Student achievement level (status)
- College Career Readiness
- Student Engagement Satisfaction
- School demand
- Parent Community Engagement
- Measures (22)
6School Performance Framework
7(No Transcript)
8Growth vs. Status
- School Accountability Report (SAR) and Adequate
Yearly Progress (AYP) primary measure of school
performance in Colorado - measure student progress at a given point in time
(status) - do not account for the progress made year over
year (growth). - School Performance Framework (SPF)
- takes into account a broad range of measures,
including the schools SAR and CSAP ratings in a
given year, but also demonstrated improvement
from one year to the next. - Growth measures provide a more informative view
of a schools record of driving student
achievement. - Performance on the growth indicator is more
heavily weighted (about 60) than performance on
the status indicator (about 30) when calculating
a schools overall SPF rating.
9Measures
- Growth Percentile
- Measures student longitudinal growth (in CSAP
Reading, Math, and Writing) - provides the percentile of each student's growth
in one year compared to all other students in the
state who have the same performance history. - This history includes up to 3 years of available
CSAP score data for each student. - For each school, the median growth percentile
determines the schools' performance. Only
students who are SAR-included are counted in this
measure. CSAP Lectura and Escritura are excluded
from this measure
10Measures
- Catch-Up/Keep Up Growth
- Catch up
- refers to the percentage of students
transitioning from a lower to higher performance
level from one year to the next (for example, the
percentage of students moving up from
unsatisfactory, up from low-partially proficient,
or up from high partially proficient). - Keep up
- Refers to percentage of students who move from
proficient to advanced - Limited to CSAP reading, math and writingEach
year's catch-up growth is calculated for all
students who took two consecutive CSAP tests. The
first year's catch-up growth measures the
transition from the 2005 CSAP to 2006 CSAP, and
the second year's catch-up growth measures the
transition from the 2006 CSAP to the 2007 CSAP.
11Similar Schools
- All DPS schools are classified into clusters of
- similar schools based on a combination of
- free/reduced lunch (FRL) and
- ethnic minority.
- Elementary schools are divided into 5 clusters,
- Middle and High schools are divided into 3
- clusters.
12Activity
- What is the difference between the Growth and
- the Status indicators?
- Which indicator has the most weight? Why?
- Describe Catch-Up Growth and Keep-Up Growth.
- Look up your cluster. Think about the data used
to determine clusters. Do you think you are in
the right cluster? Is the data used to determine
clusters appropriate? enough?
13Counselor Academy
Data Driven Practice
"It is clear that high-performing school
districts constantly use data to drive
decision-making and improve instruction.
Theresa Pena, DPS School Board President
14Model of Data Driven Practice
6. Evaluate Interventions
5. Select Interventions
7. Monitor Problem Data
15- Step 1 Describe the problem
- What are the facts (data)
- What else do you want to know (disaggregated
data) - What else do you need to know
- Step 2 Generate Vision Data
- What are our future goals
- Step 3 Commit to benchmarks (1 semester, 1 year,
4 year) - Step 4 Identify Where and how to intervene
- Individual, group, classroom, grade level,
schoolwide, home/family, community - Step 5 Select interventions (evidence based
practice) - Step 6 Evaluate interventions (collecting and
analyzing outcome data) - Step 7 Monitor problem data (review, continue,
revise, abandon)
16Use of Data to Effect Change
- Data DRIVES decisions
- Ensures EVERY student benefits from school
counseling program - Counselor initiated activities
- Intentional Guidance (Closing the Gap)
- Underrepresented, underserved, underperforming
youth - Monitoring student data
17Multiple Uses of Data
- Creates urgency for change
- Serves as catalyst for focused attention
- Challenges existing policies
- Engages decision makers, district leaders, school
team in data-driven decision making - Surfaces evidences of access or equity issues
- Focuses resources where they are most needed
- Supports grant writing efforts
- The Education Trust, Inc. Transforming School
Counseling Initiative
18Monitoring Student Progress
- Counselors must be proficient in
- Collection of data
- Interpretation of data
- Analysis of data
- So that they can
- Recognize barriers to learning
- Advocate for system change
- Data has multiple intentional and diagnostic uses
and can be categorized differently
19Types of Data
- Student Achievement Data
- Achievement-Related Data
- Standards and Competency Related Data
- Disaggregate Data
- Program Evaluation Data
20Student Achievement Data
- Standardized test scores
- Changes in achievement levels (math, reading)
- Drop-Out rate
- Grade Point Averages
- SAT and ACT scores
- Completion of college prep requirements
21Achievement-Related Data
- Course enrollment data
- Attendance rates
- Discipline referrals
- Suspension rates
- Parent involvement
- Extra-curricular activities
- Alcohol, tobacco and other drug related
violations
22Standards and Competency-Related Data (ASK)
- Attitudes
- who believe calling other people names is
hurtful - who believe it is ok to hit someone if they hit
first - who believe that doing homework matters
- who believe that using study strategies will
help them in school - who believe that doing well in 9th grade
matters - who believe that taking college prep classes
matters - Skills
- who can role-play conflict resolution skills
- who can verbalize I statements
- who can accurately fill out an academic planner
- who can calculate a GPA
- Knowledge
- who know the steps in conflict resolution
- who know the consequences of bullying in school
- who know who to go to if help is needed
- who know best place, time and ways to study
- who can identify three study strategies
23Disaggregate Data
- Gender
- Ethnicity
- Socio-economic status
- Language
- Special Education
- Grade Level
- Teacher
- Remember Margos 3 Gs (gender, group, grade)
24Program Evaluation Data
- Process data
- Perception data
- Results data
25Process Data
- What did you do for whom?
- Answers the who, what when, where and how long
- Eight weekly sessions of a friendship group were
held in the counseling office - All ninth graders were seen individually during
first semester to create a four-year plan - Easy to collect, but does not answer how students
are different as a result of counselor action
26Perception Data
- What others think, can demonstrate and/or know
(Remember ASK) - Collected through
- Pre/post tests
- Surveys
- Interviews
- Evaluations
27Results Data
- So WHAT data
- Hard data
- Application data
- Proof that your guidance curriculum has
positively impacted students ability to utilize
the attitudes, skills and/or knowledge to effect
behavior - Attendance
- Behavior
- Academic achievement
28Data Over Time
- Immediate
- Intermediate
- Long range (Impact over time)
29Counselor Academy
Creating Action Plans
30Two Types of Action Plans
- Planned Guidance Curriculum
- Structured developmental lessons
- Designed to assist in competency attainment
- Provides EVERY student the knowledge and skills
in the three domains - Intentional Guidance Planning Activities
- Data driven (where are your gaps?)
- Designed to assist in competency attainment
- What must be in place to ensure equity and access
to achievement for all?
31Planned Guidance Curriculum Action Plans
- Standards to be addressed
- Competency (or indicator)
- Description of guidance lesson
- Assurance it is for EVERY student
- Title of curriculum (crosswalked0
- Timeline (projected start end date)
- Name of who is responsible for delivery
- Means of evaluation
- Expected results
- Reviewed by administrator
32Activity
- Establish teams
- Find a place to work
- Appoint a leader/facilitator for each activity
- Ensure everyone has read the ASCA Model text
pages 53-55 - Review pages 104 and 106 in the ASCA National
Model Index - Review guidelines below
- Utilizing the blank forms provided, fill in the
Action Plan for Planned Guidance Curriculum
33Guidelines
- Guidance Lesson Content
- Review developmental crosswalk
- Which domains do you want to address
- Standards circle one to be addressed
- Curriculum and materials
- May vary by grade level
- By tracking the different curriculum used, and
measuring results and comparing curriculum, teams
can determine most effective lessons - Projected start-end date
- Timing is everything facilitates intelligent
planning - Helps determine yearly calendar
- Projected student impact
34Intentional Guidance (closing the gap) Action
Plans ask
- What is your target group
- Why did you pick this group? identify the data
that drives decision - Domain and standard to be addressed
- Measurable student competency addressed
- Description of actual guidance activity
- Resources needed
- Projected number of students
- Timeline for completion
- Name of individual responsible for delivery
- Means of evaluating student success
- Expected results for students stated in terms of
what will be demonstrated by students - Indication that plan has been reviewed and signed
by administrator
35DPS Professional School Counseling Program
- Removing Barriers to Learning
- Promoting Academic Achievement for Every Student