carol kaffenberger ph.d. faculty associate, johns hopkins university faculty associate, johns...
TRANSCRIPT
Carol Kaffenberger Ph.D. Faculty Associate, Johns Hopkins University
ASCA Consultant and Trainer
ACRP 2014 Virtual Conference
Data Mondays:
A District-wide Initiative to Train
School Counselors to Use Data
Goals of Webinar
Review the challenges of encouraging and training school counselors to use data to drive program development, implementation and evaluation.
Describe a district-wide initiative to provide professional development aimed at increasing school counselors’ use of data.
Training School Counselors to Use Data: The Issues
School counselors’ training to use of data
District expectations
Evidence-based evaluation
Professional development training
Current Expectations of all School Counseling Programs
Focus on student achievement
Emphasize use of data to drive program development, implementation and evaluation
Counseling programs are comprehensive in scope, results-oriented in design, and developmental in nature
Align with the American School Counseling Association (ASCA) Model for School Counseling Programs (3rd ed.)
The ASCA National Model
3rd Edition
The ASCA National Model for School Counseling Programs (3rd ed.)
Making DATA Work, 3rd ed.
School District Overview
Fairfax County Public Schools located in Northern Virginia is the 11th largest school district (640 school counselors serving191 school sites)
School counselors are seen as key players in the districts’ goal of achieving academic excellence for all students
Training school counselors to use data to develop comprehensive school counseling programs is a focus of professional development
Training Team
Four School Counseling Services team
School Counselor educator trainer and ASCA consultant
School counselor pyramid leaders
Designing the Training
School Counseling Services team developed the training model
District wide professional development calendar
Four designated Monday sessions identified
Assessment of training needs
Resource support
Overview of Data Monday Sessions
Room arrangement
Session focus
Presentation and work-time
Training team support
Training resources
Overview of the Four Training Sessions
Session 1: Goal Setting
Session 2: Planning to Collect Data
Session 3: Data Analysis
Session 4: Creating Data Sharing Documents
Introductory Session
Held in August of the training year
Review ASCA National Model (3rd
ed.)
Importance of using data
Types of data
Goal setting process & evaluation process
The ASCA National Model Framework
What are the purposes of using data?
To identify program goals
To monitor student progress & close gaps
To evaluate the effectiveness of interventions and activities
To develop, implement, and evaluate a school counseling program
To demonstrate counseling program effectiveness
And What Type of Data do School Counselors Collect and Report?
Process Perception
Outcomes
Example of School Improvement Plan Goals
Session 1: Goal Setting
Review of types of outcome data
Review school data and school improvement plan (SIP) goals
Identify one program goal that aligned with the SIP goal
Write a SMART (Specific, Measurable,
Attainable, Realistic, Time-bound) goal
Outcome Data
Achievement
92% of students passed the Mathematics SOL
Attendance Attendance increased from 91 to 95%
Behavioral Discipline referrals decreased by 30%
Identifying a Program Goal
Review the school data profile to identify academic gaps by categories such as race/ethnicity, gender, age or grade level.
Review current academic, career and personal/social domain activities and interventions provided to all students.
Engage in a reflective process to consider what is working and not working for students.
Review the school improvement plan (SIP) goal to consider the school counseling program activities that align with the school’s instructional accountability goals.
Goal Alignment
1• School District Goals
2
• School Goals/Improvement Plan Goals
3
• School Counseling Program Goals
SMARTR Goal Example
SIPGoal
• By June 2014, all 6th grade students will be promoted to the 7th grade.
School Counseling Goa
l
• To increase the progress report mastery level by 1 level by end of second quarter for 6th grade students who received one or more 1 or 2 mastery level in a core class in the first quarter.
Strategies
• Small groups (focused on study skills, time management, test taking strategies, asking for help)
• Individual Counseling• Parent/Teacher Conferences
SMART GoalsSpecific IssueWhat is the specific issue based on our school’s data?
MeasurableHow will we measure the effectiveness of our interventions?
AttainableWhat outcome would stretch us but is still attainable?
Results-OrientedIs the goal reported in results-oriented data (process, perception and outcome)?
Time BoundWhen will our goalbe accomplished?
Session 2: Planning to Collect Data
Review SMART goals
Develop action plans for achieving the goals
Create data collection surveys
How will you accomplish your goal?
What information or data will be needed to accomplish your goal?
What data will you need to measure your outcomes?
What procedures will you follow?
Do data collection instruments need to be created?
What steps do you need to consider before collecting data?
What is your timeline?
School Counseling Program Goal Action Plan
Surveys inform the school counseling program
Pre-Post Given before and after an intervention to determine knowledge gained or to measure a change in perspective
Needs Assessment Given to students or stakeholders to gather their perception of student or program needs
Program/Activity Evaluation Given after an intervention or activity to gather participants’ opinions about the value of the intervention or activity
Opinion Survey Given to students or stakeholders to understand their perceptions of the school counseling program or activities
Session 3: Data Analysis
Practice analyzing data
Aggregating and analyzing collected data
Creating graphs
Calculating Data
Type of Data
How to Calculate
Process Count number of participants
Perception Conduct pre-post, needs assessments or evaluation survey and aggregate results
Outcome Compare pre and post intervention data: attendance, grades, SOLs, progress reports and/or discipline data
A Study Skills Survey - Your Turn25 students (10-never; 7-not usually; 5-sometimes; 3-
always)
Never = 1 Not Usually = 2 Sometimes = 3 Always = 4
I ask questions
(10)X1=___ + (7)X2=___ + (5)X3=___ + (3)X4=___
____ + ____ + ____ + ____ = ____
___ / 25 = _____
So the average score for “I ask questions” was ________. Which means? _______________________.
Session 4: Creating Data Sharing Documents
Summarizing the SMART goal intervention
Producing a one-page data report
Assessment of school counselor data skills
Reflection on the process
Middle School Goal
Goal: To increase the GPA of identified students by 50% between first and second quarter.
Identify 7th grade students with one or more D+/D/F in first quarter.
Plan and conduct for group counseling sessions.
Develop a questionnaire for students.
Compare GPAs and the # of D+/D/F grades in 1st and 2nd quarter
TRACK: Middle School Results Data
Sharing with Stakeholders
Who are your stakeholders? Principal Parents Superintendent School Board
What do you want them to know? What you have done What others know How this makes a difference
How to communicate the information? Charts, tables, and stories Newsletters
On going Evaluation
Each school counselor submitted their school counseling program goal in October and the results of their data collection and analysis in June
School counseling team met between each session to process and plan
Each session was followed up by an online session evaluation
Lessons Learned…
What Worked
Expectations
Stage 1 of the process to train all school counselors has begun
School Counseling Services team focus
What Didn’t Work
Logistic: Space and weather Issues
Buy-in: Levels of readiness for this training
Large group
CONTACT INFORMATION
Carol Kaffenberger, Ph.D.
Next Steps
What are your questions?
