Summer Kuba&

Ellen Chance

Together Is Better: Engaging Students & Evaluating Outcomes

Today’s Agenda: IntroductionsParking LotFind Someone WhoOur Goals & ObjectivesJot ThoughtsCooperative LearningTeam BuildingBrain GymData Drives InstructionClass BuildingBack to ObjectivesWIIFM

Introductions:Summer Perhay Kuba

FSCA Board Member EBSCC Member ACA Member ACES Member ASCA Member Professional School Counselor @ Palm Pointe Educational Research School Doctoral Student @ Florida Atlantic University

Ellen Chance FSCA Member ASCA Member Doctoral Student @ Florida Atlantic University Professional School Counselor @ Pierce Hammock Elementary School in Palm

Beach County Florida Atlantic Graduate Assistant on randomized controlled

trial (RCT) of a school based intervention, Student Success Skills.

Parking LotThis is a place for you to place any additional questions you may have. Please include your name and email contact so we can reach you.

Let’s break the ICE!Find Someone Who…

1. Lives in another state.2. Works with elementary students.3. Works with middle school students.4. Works in the high school setting.5. Exercised this week.6. Skipped a session to sleep in this morning.7. Is here with family and/or children.8. Loves being a school counselor.9. Is a member of a professional organization. Which ones?10. Has a pet.

Our Goal Our goal as school counselors is to reach as many students as possible through a comprehensive and developmental program. During our time with students, we must create an atmosphere of cohesiveness and collaboration that promotes active engagement and overall success. By creating engaging lessons and utilizing effective strategies for tracking outcomes, we can better ensure that students take away the skills necessary to be successful lifelong learners and problem solvers.

Today’s Objectives

1. Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons.

2. Attendees will be able to embed cooperative learning strategies into their already utilized core curriculum by planning activities which align with the ASCA National Model and that promote academic, career or social-emotional development.

3. Attendees will be able to identify at least 4 methods for tracking outcome data.

We Learn:10% of what we read20% of what we hear30% of what we see50% of what we both see and hear

70% of what is discussed with others

80% of what we experience personally

95% of what we teach someone else

William Glasser

“Jot” down, what you think of when you hear, “cooperative learning”.

(Be honest and creative)Think TimeTeam ShareWhole Group Share

So what is it?Cooperative Learning

Johnson, Johnson, and Smith (1991) suggested that

cooperative learning is more than simply “working in

groups,” and should include the following……

1) Positive Interdependence where

team members are reliant on one another

to achieve a common goal, and the entire

group suffers the consequences if one

member fails to do his or her work.

2) Individual

Accountability where each

member of the

group is held

accountable for

doing his or her

share of the work.

3) Face-to-face Promotive

Interaction where, although some of the

group work may be done on an individual

basis, most of the tasks are performed

through an interactive process in which

each group member provides feedback,

challenges one another, and teaches and

encourages his or her group mates.

4) Appropriate use

of Collaborative

and Cooperative

Skills where students

are provided with the

opportunity to develop

and implement trust-

building, leadership,

decision-making,

communication, and

conflict management

skills.

5) Group

Processing in which

team members establish

group goals, the

assessment of their

performance as a team

occurs periodically, and

they often identify

changes that need to be

made in order for the

group to function more

effectively.

4 Basic Principles • Positive

Interdependence

• *Drives Cooperation*

• A gain for 1 benefits another

• Everyone must• contribute

• Individual Accountability

• *Drives Achievement*

• Each student must perform in front of another. They cannot hide.

• Equal Participation

• *Drives Students sense of importance –gets rid of hogs and logs*

• Equal time-Equal turns

• Simultaneous Interaction

• *Drives engagement*

• Visual/audible interaction=engagement

P I

ES

Spencer Kagan

Team Building

What does it like?What does this teaching strategy

(cooperative learning) look like in your small groups and/or classroom guidance lessons right now? What do you do to create engagement? What could you add to your lessons?

Think TimePair ShareGroup Share

What did you hear someone say?

Let’s BOUNCE!

Team Work is

FUN!

Brain Gym

Data: A School Counselor’s Best Friend

It is no longer enough for Professional School Counselors to answer the question, “What do school counselors do?” Professional School Counselors must now respond to the question, “How are students different as a result of what we do?”

(ASCA National Model, 2014).

DATA

Student Achievement Data

Achievement Related Fata

Standards & Competency Related Data

Disaggregate Data

Data Over Time

Data

Drives

Decisions

Process Data Where and how is your time spent?

Recommended Tools For School Counselors:EZ Analyze (Time-Tracking Tool)

http://www.ezanalyze.com/Tracks time spent providing direct and indirect

servicesTracks time with individual students, small groups,

classroom guidance, parent meetings etc. Creates graphs, analyzes data automatically.

CalendarsGoogle Calendar

Perception DataMeasures

Competency Achieved Every 5th grade student have completed a career interest

inventoryKnowledge Gained

96% of student report gaining knowledge of how to handle and report bullying in their school.

Attitudes/Beliefs of Students 85% of students feel safe at school.

Tools to Measure:Pre-Post TestsActivity CompletionEvaluationsSurveys & Rating Scales

Example: Pre/Post Survey

Outcome DataHow effective are we? What changes have we seen?

Proof is in the data!

Examples: Attendance improved among 5th graders by 53%. Referrals decreased by 39% among the at-risk cohort.

Outcome Data Tools:Vary by school district. Example (Educational Data

Warehouse EDW)School Improvement Plans/Student Development PlansEZAnalyze

Strategies:Making Data Less Daunting!

Start and Stay OrganizedEnsure efficient Record Keeping by utilizing

effective tools (example EZAnalyze) to track time & outcomes.

Provide Needs Assessments at Beginning of YearUse of Pre-Post Tests for every small group and

classroom lesson. Surveys & Rating Scales

Suggestion: Use Google Forms or Survey Monkey to disseminate needs assessments & Pre-Post surveys to students, teachers & parents online. Data is collected and analyzed seamlessly.

Utilize excellent resources to assist you!

Example Online Needs Assessment

Data Resources Dimmitt, C., & Carey, J. (2007). Evidence-based school

counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.

Hatch, T., & Wilkinson, D. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, Calif.: Corwin.

Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School Counselor Association.

Stone, C., & Dahir, C. (2006). The transformed school counselor. Boston: Lahaska Press.

Class Building Classroom Guidance Lessons

Stand Up Move Around Work with Others

Class Building Example:Hand Up-Stand Up-Pair Up

Each pair shares 1 way you collect and/or analyze data at your school.

Don’t forget to thank the person for sharing!Move on.

Back to Our Objectives

1. Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons.Pair ShareJot ThoughtsFind Someone WhoThink TimeTeam ShareWhole Group ShareHand Up-Stand Up-Pair Up

Back to Our Objectives2. Attendees will be able to embed

cooperative learning strategies into their already utilized core curriculum by planning activities which align with the ASCA National Model and that promote academic, career or social-emotional development. Academic

A:A3.2 Demonstrate the ability to work both independently and cooperatively with other students

Personal/Social PS:A1.9 Demonstrate cooperative behavior in

groupsCareer

C:A1.4 Learn how to interact and work cooperatively in

teams

Back to Our Objectives

3. Attendees will be able to identify at least 3 methods for tracking outcome data.Process DataPerception DataOutcome Data

What’s In It For Me? WIIFMCreate a caring, cooperative classroom Make your lessons come aliveUse strategies to reach all your studentsFoster belonging for students of all ability levels Identify ways to track outcomesEstablish a classroom environment where everyone wants to be—

including youReduce discipline problems Improve student relations in your class and beyondBuild Your Students’ Social SkillsPromote caring, kindness, empathy, respect, and responsibility Develop your students’ character in the context of learning

together Improve student relations in your class and beyondTogether Everyone Achieves More Increase students ability to value differences in teammates and

themselvesDevelop synergy to increase energy and cooperationMake learning more fun for everyoneEngage ALL students

Take-A-WaysSet 1 goal related to tracking student data

Set 1 goal related to keeping your students engaged.

Parking LotThis is a place for you to place any additional questions you may have. Please include your name and email contact so we can reach you.

Thank youPlease email us if you have any questions.

Summer Kuba skuba2012@fau.edu

Ellen Chance Ellen.Chance@palmbeachschools.org

References American School Counselor Association (2004). The ASCA national model: A framework for

school counseling programs (2nd ed.). Alexandria, VA: Author

Dimmitt, C., & Carey, J. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.

Hatch, T., & Wilkinson, D. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, Calif.: Corwin.

Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School Counselor Association.

Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning. 

Kagan, S., & Rodriguez, C. (2000). Silly sports and goofy games. San Juan Capistrano, CA: Kagan Publishing.

Stone, C., & Dahir, C. (2006). The transformed school counselor. Boston: Lahaska Press.

Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? The Journal of Scholarship of Teaching and Learning, 10, 78-

89.