School Counselors Using Data - PowerPoint PPT Presentation

1 / 26
About This Presentation
Title:

School Counselors Using Data

Description:

School Counselors Using Data. Jay Carey and Carey Dimmitt ... Data can convince people of the need to change. ... Jay Carey's Postulates ... – PowerPoint PPT presentation

Number of Views:53
Avg rating:3.0/5.0
Slides: 27
Provided by: JohnC1
Category:
Tags: counselors | data | jay | school | using

less

Transcript and Presenter's Notes

Title: 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.
Write a Comment
User Comments (0)
About PowerShow.com