DPS School Counseling Summer Academy Day Two: Using a DataDriven Approach to Urban School Counseling

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DPS School Counseling Summer AcademyDay Two
Using a Data-Driven Approach to Urban School
Counseling PracticeFacilitated byPatricia Gould
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Agenda

• 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

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School 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.

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Purpose 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

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Structure 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)

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School Performance Framework
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(No Transcript)
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Growth 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.

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Measures

• 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

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Measures

• 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.

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Similar 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.

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Activity

• 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?

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Counselor 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
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Model of Data Driven Practice
6. Evaluate Interventions
5. Select Interventions
7. Monitor Problem Data
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• 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)

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Use 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

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Multiple 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

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Monitoring 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

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Types of Data

• Student Achievement Data
• Achievement-Related Data
• Standards and Competency Related Data
• Disaggregate Data
• Program Evaluation Data

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Student 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

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Achievement-Related Data

• Course enrollment data
• Attendance rates
• Discipline referrals
• Suspension rates
• Parent involvement
• Extra-curricular activities
• Alcohol, tobacco and other drug related
  violations

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Standards 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

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Disaggregate Data

• Gender
• Ethnicity
• Socio-economic status
• Language
• Special Education
• Grade Level
• Teacher
• Remember Margos 3 Gs (gender, group, grade)

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Program Evaluation Data

• Process data
• Perception data
• Results data

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Process 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

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Perception Data

• What others think, can demonstrate and/or know
  (Remember ASK)
• Collected through
• Pre/post tests
• Surveys
• Interviews
• Evaluations

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Results 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

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Data Over Time

• Immediate
• Intermediate
• Long range (Impact over time)

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Counselor Academy
Creating Action Plans
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Two 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?

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Planned 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

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Activity

• 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

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Guidelines

• 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

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Intentional 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

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DPS Professional School Counseling Program

• Removing Barriers to Learning
• Promoting Academic Achievement for Every Student