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Results Report – Results Report – – ProgramProgram– Guidance Curriculum Guidance Curriculum – Closing the Gap Closing the Gap – Impact Over TimeImpact Over Time
School Counselor Performance School Counselor Performance StandardsStandards
rust, Inc.How are students different How are students different
as a RESULT of what you as a RESULT of what you do?do?
Results Report – Results Report – – ProgramProgram– Guidance Curriculum Guidance Curriculum – Closing the Gap Closing the Gap – Impact Over TimeImpact Over Time
Provide objective snapshots of the Provide objective snapshots of the students, school, communitystudents, school, community
Surface evidence of access or Surface evidence of access or equity issuesequity issues
Break old myths – eliminate denialBreak old myths – eliminate denial Create urgency/energy for changeCreate urgency/energy for change Provide direction – data driven Provide direction – data driven
Using Data to Spur Using Data to Spur Systemic ChangeSystemic Change
School Counselors must be proficient in: School Counselors must be proficient in: – Accessing data Accessing data – Analyzing data Analyzing data – Interpreting data Interpreting data – Presenting data Presenting data
School Counselors must use data to:School Counselors must use data to: - - Recognize barriers to learningRecognize barriers to learning– Point out the system inequitiesPoint out the system inequities– Advocate for system changeAdvocate for system change– Create urgency for change Create urgency for change
Demographic DataDemographic DataWhat do you want to What do you want to
know?know?Student demographics: what are the
characteristics of our students? GenderGender EthnicityEthnicity Socio-economic status Socio-economic status
(free/reduced lunch)(free/reduced lunch) Limited English ProficiencyLimited English Proficiency Family configurationFamily configuration MobilityMobility
ATHERTON HIGH 29.75% 15.45%BALLARD HIGH 13.47% 9.09%CENTRAL HIGH 32.26% 8.73%DOSS HIGH 21.85% 20.56%EASTERN HIGH 18.16% 8.67%FAIRDALE HIGH 24.54% 12.57%FERN CREEK TRADITIONAL HIGH 26.61% 31.18%IROQUOIS HIGH 49.28% 38.99%J EFFERSONTOWN HIGH 36.09% 21.34%MOORE TRADITIONAL HIGH 36.97% 35.51%PLEASURE RIDGE PARK HIGH 26.04% 21.16%SENECA HIGH 20.20% 11.67%SHAWNEE HIGH 34.68% 25.33%SOUTH PARK TAPP 67.74% 41.18%SOUTHERN HIGH 22.66% 20.29%WAGGENER TRADITIONAL HIGH 36.20% 29.58%WESTERN HIGH 43.10% 22.31%
Ninth Grade Retention Rate Reduction as a Result of School Counselor Interventions
Achievement DataAchievement DataWhat do you want to What do you want to
know?know?Achievement: What does achievement look like at
different levels and with different groups of students?
Overall AchievementOverall Achievement– Grade point averageGrade point average– Standardized test scores, SAT, ACT, State Standardized test scores, SAT, ACT, State
teststests– Passing all subjectsPassing all subjects
Periodic assessmentPeriodic assessment– Semester gradesSemester grades– End of course testsEnd of course tests
Course enrollment patternsCourse enrollment patterns Discipline referralsDiscipline referrals Suspension ratesSuspension rates Alcohol, tobacco and other drug Alcohol, tobacco and other drug
African American and Latino African American and Latino 17 Year Olds Do Math at Same 17 Year Olds Do Math at Same Levels As White 13 Year OldsLevels As White 13 Year Olds
0%
100%
200 250 300 350
White 8th Graders
African American 12th Graders
Latino 12th Graders
Source: NAEP 1999 Long Term Trends Summary Tables (online)
Black eight-graders and white Black eight-graders and white fourth-graders had almost fourth-graders had almost identical scores in math on a identical scores in math on a national standardized test in national standardized test in 2003.2003.
Milwaukee Journal Sentinel, May 23, 2004Milwaukee Journal Sentinel, May 23, 2004
Low-Income Students are Less Low-Income Students are Less Likely to be Enrolled in a College Likely to be Enrolled in a College
Prep. TrackPrep. Track
28.3
48.8
65.1
20
90
Socio-Economic Status
Per
cen
t E
nro
lled
Low Medium High
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992. (p. 36) Washington, DC: US Department of Education, June 1995.
Process dataProcess data What do you want to What do you want to
know?know? ““What you did for whom”What you did for whom” Evidence that event occurredEvidence that event occurred How activity was conductedHow activity was conducted Did the program follow the Did the program follow the
Weekly (32) academic support groups Weekly (32) academic support groups with 12 students each were held with 12 students each were held
586 9586 9thth grade students received the grade students received the “The Four Year Plan” guidance “The Four Year Plan” guidance lessonslessons
All 4All 4thth and 5 and 5th th (112) grade students (112) grade students participated in the “bus buddy” (4) participated in the “bus buddy” (4) guidance lessonsguidance lessons
Perception DataPerception Data What do you want to What do you want to
know?know? ““What others think, know or What others think, know or demonstrate” data.demonstrate” data.
Measures competency achieved, Measures competency achieved, knowledge gained or attitudes beliefs of knowledge gained or attitudes beliefs of students students – Pre-postPre-post– Competency achievementCompetency achievement– SurveysSurveys– EvaluationsEvaluations
Measures what students are perceived to Measures what students are perceived to have gained in knowledgehave gained in knowledge
Perception Data - Perception Data - ExamplesExamples
Competency AchievementCompetency Achievement– Every student in grades 9-12 completed a 4 year plan Every student in grades 9-12 completed a 4 year plan – Every 10Every 10thth grade student completed an interest grade student completed an interest
inventoryinventory
Knowledge GainedKnowledge Gained– 89% of students demonstrate knowledge of 89% of students demonstrate knowledge of
promotion/ retention criteriapromotion/ retention criteria– 92% can identify Early Warning Signs of violence92% can identify Early Warning Signs of violence
Attitudes or BeliefsAttitudes or Beliefs– 74%of students believe fighting is wrong74%of students believe fighting is wrong– 29% of students feel safe at school29% of students feel safe at school– 78% know the name of their school counselor78% know the name of their school counselor
Results DataResults Data What do you want to What do you want to
know?know? ““So WHAT” dataSo WHAT” data Hard dataHard data Application dataApplication data Proof your program has (or has not) Proof your program has (or has not)
positively impacted students ability to positively impacted students ability to utilizeutilize the knowledge, attitudes and the knowledge, attitudes and skills to effect behaviorskills to effect behavior– AttendanceAttendance– BehaviorBehavior– Academic achievementAcademic achievement
American School Counselor American School Counselor Association – Association – www.schoolcounselor.orgwww.schoolcounselor.org
Education Trust web Site -Education Trust web Site -www.edtrust.orgwww.edtrust.org
State Department of EducationState Department of Education Local School DistrictsLocal School Districts No Excuses - No Excuses - Heritage Foundation Heritage Foundation
www.noexcuses.org www.noexcuses.org National Center for Educational National Center for Educational
Data Analysis: Data Analysis: Keep It SimpleKeep It Simple
Descriptive DataDescriptive Data PowerfulPowerful Numbers and percentagesNumbers and percentages
Rationale for UseRationale for Use The benchmark is ALL The benchmark is ALL Usually working with entire populationUsually working with entire population Easier for educators and public to Easier for educators and public to
Data Over Time - Data Over Time - ExamplesExamples
ImmediateImmediate – data measures – data measures the immediate impactthe immediate impact - pre-post test, p.70-71- pre-post test, p.70-71
IntermediateIntermediate – data collected – data collected over a short period of timeover a short period of time - improved grades after - improved grades after counseling group, p. 72-73counseling group, p. 72-73
Uncovering the Uncovering the Opportunity GapsOpportunity Gaps Access to challenging coursesAccess to challenging courses Access to support servicesAccess to support services Access to resourcesAccess to resources Percentage of high quality Percentage of high quality
teachers in schoolteachers in school Distribution of teacher talentDistribution of teacher talent
Highlights of Highlights of AchievementAchievement
Student to counselor ratio at Student to counselor ratio at CLEAR schools was reduced from CLEAR schools was reduced from 641/1 to 354/1. 641/1 to 354/1.
The Protective Schools model was The Protective Schools model was implemented at all eight schools.implemented at all eight schools.
CCBG program was implemented in CCBG program was implemented in every school every school
1) Will the use of the Protective School’s Model 1) Will the use of the Protective School’s Model have any impact on academic progress and have any impact on academic progress and attendance for the participating students?attendance for the participating students?
2) Will lowering the student to counselor ratio 2) Will lowering the student to counselor ratio and fully implementing the CCBG program have and fully implementing the CCBG program have an an
increase on academic progress and attendance increase on academic progress and attendance for the students? for the students?
Examples of preliminary gains are as Examples of preliminary gains are as follows:follows:
Teachers reported an increase in Teachers reported an increase in student safety at the project schools. student safety at the project schools. (Source: TUSD School Quality Survey)(Source: TUSD School Quality Survey)
Students responded that students of Students responded that students of different races & ethnic backgrounds different races & ethnic backgrounds are getting along better at their are getting along better at their school. (school. (Source: TUSD School Quality Survey)Source: TUSD School Quality Survey)
Parents indicated an increase in Parents indicated an increase in satisfaction with their school. satisfaction with their school. (Source: (Source: TUSD School Quality Survey)TUSD School Quality Survey)
All Principals indicated increased All Principals indicated increased contact with students and a more contact with students and a more consistent program (in classrooms, consistent program (in classrooms, groups and interventions) with groups and interventions) with increased counseling staff. increased counseling staff. Principals consider the counselor Principals consider the counselor indispensable. indispensable. (Source:(Source: PrincipalPrincipal interviews interviews – March and April 2003)– March and April 2003)
55thth grade students reveal that they grade students reveal that they see positive school changes, have see positive school changes, have gained many academic and personal gained many academic and personal skills from their counselor and have skills from their counselor and have a personal vision that includes a personal vision that includes continuing their education. (continuing their education. (Source: Source: Focus groups conducted in March and April at each Focus groups conducted in March and April at each school2003) school2003) my/03my/03
Principals saw counselor as the Principals saw counselor as the primary change agent for the school primary change agent for the school
Principals understood how the Principals understood how the counselor can contribute to student counselor can contribute to student achievement achievement
Principals acknowledge that the Principals acknowledge that the school counselor knows every school counselor knows every student and is the soul or heart of the student and is the soul or heart of the school.school.
How are students different How are students different
as a RESULT of what you do?as a RESULT of what you do?
What does the data tell you?What does the data tell you? Was the program successful?Was the program successful? What worked?What worked? What did NOT work? What did NOT work? What needs to be changed?What needs to be changed?
Results Report- A Tool Results Report- A Tool ForFor
Ensuring program was carried outEnsuring program was carried out Every student was servedEvery student was served National Student Standards are addressedNational Student Standards are addressed Developmentally appropriateDevelopmentally appropriate Documenting process, perception, results Documenting process, perception, results
data; immediate, intermediate, and long data; immediate, intermediate, and long range impact of programrange impact of program
Analyze effectsAnalyze effects Share successesShare successes Advocate for systemic changeAdvocate for systemic change
Accountability …Accountability …Getting StartedGetting Started
Use what you are already Use what you are already doing (e.g., small group or doing (e.g., small group or one classroom).one classroom).
Use data that are already Use data that are already being collected such as being collected such as attendance, behavior, grades, attendance, behavior, grades, or other scores.or other scores.
Keep it simple – percent Keep it simple – percent change, pre to post changes.change, pre to post changes.
Accountability …Accountability …Getting StartedGetting Started Show several years of growthShow several years of growth Connect to student standardsConnect to student standards Don’t measure EVERYTHINGDon’t measure EVERYTHING Make decisions based on needs of Make decisions based on needs of
district, site and access to datadistrict, site and access to data Goal is to learn from data, not be Goal is to learn from data, not be
““Without the possibility Without the possibility of of actionaction, all knowledge , all knowledge comes to one labeled ‘file comes to one labeled ‘file and forget,and forget,
-- Ralph Ellison, -- Ralph Ellison, Invisible ManInvisible Man