using data to drive school guidance and advisement activities barbara blackburn, ma, lpc wvde school...
TRANSCRIPT
Using Data to Drive School Guidance and Advisement
Activities
Barbara Blackburn, MA, LPCWVDE School Counseling Coordinator
Objectives:
Participants will:
Learn how to access, interpret and present data
Learn how to use data to guide your Guidance and Advisement Program
Student Success
Equity?
Opportunity Gaps: Are some students provided more opportunities than others?
Access to rigorous curriculum Access to quality teachers School policies and climate Special Education Screening and Placement Participation in Support Services
Tutoring, Mentoring/Participation in Support Services
Participation in Extra/Co curricular programs Special Needs Accommodations Test Prep Programs Dual Credit Programs Early enrollment in college courses
Opportunity Gap DataWhat do you want to know?
Accountability System Results Report –
Program Guidance Curriculum Closing the Gap Impact Over Time
School Counselor Performance Standards
The Program Audit
What Is Your Relationship with Education Data?
Nonexistent?
Reactive?
Proactive?
The Power of Data
Provide objective snapshots of the students, school, community
Surface evidence of access or equity issues
Break old myths – eliminate denial Create urgency/energy for change Provide direction – data driven
decisions
The Power of Data
Challenge existing behavior, funding patterns, programs, & policies
Use as an accountability tool Focuses resources where they
are most needed Supports grant writing efforts
Using Data to Spur Systemic Change
School Counselors must be proficient in: Accessing data Analyzing data Interpreting data Presenting data
School Counselors must use data to: - Recognize barriers to learning Point out the system inequities Advocate for system change Create urgency for change
Demographic DataWhat do you want to know?
Student demographics: what are the characteristics of our students?
Gender Ethnicity Socio-economic status (free/reduced
lunch) Limited English Proficiency Family configuration Mobility
Rhode Island Shifts in Student Demographics
77.2 75.4 73.4
7.5 7.7 8.1
1 1 1
13.1 14.8
43.23.2
11.5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1997 1999 2001
Hispanic
American Indian,non-Hispanic
Asian and PacificIslander, non-HispanicBlack, non-Hispanic
White, non-Hispanic
Source: US Census Bureau, Population Projections, in Education Week, September 27, 2000.
Attainment DataWhat do you want to know?
Attainment: How many make it to - and beyond key points in the system?
Advance to next grade Transition from middle school to high
school Graduation rate Type of high school diploma Matriculation to an institution of
higher education Persistence beyond freshman year Earning a college diploma
Highest Educational Attainment
for Every 100 Kindergartners
African Americans
Asians Latinos Whites
Graduate from High School
87
90
63
93
Complete at Least Some College
50
74
32
65
Obtain at Least a Bachelor’s Degree
18
51
11
33
Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002
(Age 25-29)
0
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40
50
60
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Ninth Grade Retention Rate Reduction as a Result of School Counselor Interventions
Achievement DataWhat do you want to know?
Achievement: What does achievement look like at different levels and with different groups of students?
Overall Achievement Grade point average Standardized test scores, SAT, ACT, State
tests Passing all subjects
Periodic assessment Semester grades End of course tests
Ongoing classroom assessment Class assignment grades Tests
Achievement-Related Data
Course enrollment patterns Discipline referrals Suspension rates Alcohol, tobacco and other drug
violations Attendance rates Parent involvement Extracurricular activities
African American and Latino 17 Year Olds Do Math at Same Levels 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)
State Data
Black eight-graders and white fourth-graders had almost identical scores in math on a national standardized test in 2003.
Student Behavior DataWhat do you want to know?
Student Behavior Choices: What are students doing?
Attendance Discipline referrals Classroom behavior Homework completion Enrollment patterns
Algebra in 9th grade Upper level math and science Honors, AP, college credit
Low-Income Students are Less Likely to be Enrolled in a College Prep. Track
28.3
48.8
65.1
20
90
Socio-Economic Status
Perc
en
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.
Program Evaluation Data What do you want to know?
Process data Perception data Results data
Process data What do you want to know?
“What you did for whom” Evidence that event occurred How activity was conducted Did the program follow the
prescribed practice?
Process Data - Examples
Weekly (32) academic support groups with 12 students each were held
586 9th grade students received the “The Four Year Plan” guidance lessons
All 4th and 5th (112) grade students participated in the “bus buddy” (4) guidance lessons
Academic Results Interventions (6-8)
72 students avoided retention
ACADEMICCareer
Personal/ Social
0
20
40
60
80
100
120
6thgrade
7thgrade
8thgrade
on retentionoff retention
Perception Data What do you want to know?
“What others think, know or demonstrate” data.
Measures competency achieved, knowledge gained or attitudes beliefs of students Pre-post Competency achievement Surveys Evaluations
Measures what students are perceived to have gained in knowledge
Perception Data - Examples Competency Achievement
Every student in grades 9-12 completed a 4 year plan
Every 10th grade student completed an interest inventory
Knowledge Gained 89% of students demonstrate knowledge of
promotion/ retention criteria 92% can identify Early Warning Signs of violence
Attitudes or Beliefs 74%of students believe fighting is wrong 29% of students feel safe at school 78% know the name of their school counselor
Results Data What do you want to know?
“So WHAT” data Hard data Application data Proof your program has (or has not)
positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Attendance Behavior Academic achievement
Results Data - Examples
42 students avoided retention
Graduation rates improved 14% over three years
Attendance improved among 9th grade males by 49%
Possibilities…
There are schools that show things can be different? Find schools like yours that have:
Closed the opportunity gaps Closed the achievement gap
Learn to Analyze and Interpret Data
Data Analysis: Keep It Simple
Descriptive Data Powerful Numbers and percentages
Rationale for Use The benchmark is ALL Usually working with entire population Easier for educators and public to
understand
Basic Ways to Analyze Data
Start with simple statistics - averages, %’s
0102030405060708090
100
02-03
MathEng/ LA
Basic Ways to Analyze Data
0%10%20%30%40%50%60%70%
Nat
ive
Am
eric
an
Bla
ck
Asi
an
His
pan
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Whit
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StudentStaff
Data Over Time - Examples
Immediate – data measures the immediate impact - pre-post test, p.70-71
Intermediate – data collected over a short period of time - improved grades after counseling group, p. 72-73
Long-range – Longitudinal - data “stretch over time”, p.73
Basic Ways to Analyze Data Start with simple statistics - averages,
%’s Longitudinal
= “stretching” data out over time
0102030405060708090
100
98-99 99-00 00-01 01-02 02-03
MathEnglish
Spencer Owen School Corporation ISTEP Tests
Bus Buddy Program Results
0102030405060708090
100
97-98 98-99 99-00 00-01 01-02 02-03
Bus Referrals
Basic Ways to Analyze Data Start with simple statistics - averages,
%’s Longitudinal Disaggregate
= “slicing” a piece of dataThe Power of Disaggregated Data
Disaggregation is not a problem-solving strategy. It is a
problem-finding strategy--Victoria Bernhardt
Basic Ways to Analyze Data Start with simple statistics - averages,
%’s Longitudinal Disaggregate
Average MPS Graduation Rate46%
African American32%
Asian52%
Latino31%
Native American27%
White66%
= “slicing” a piece of data
Basic Ways to Analyze Data Disaggregate
0%
10%
20%
30%
40%
50%
60%
70%
Native Am
erican
Asian
Hispa
nic
Afric
an A
mer
ican
White
GraduationRate
The Power of Data Provide objective snapshots of the students,
school, community Surface evidence of access or equity issues Break old myths – eliminate denial Create urgency/energy for change Provide direction – data driven decisions Challenge existing behavior, funding
patterns, programs, & policies Use as an accountability tool Focuses resources where they are most
needed Supports grant writing efforts
How Not to Use Data
To place blame
To focus on the past
To maintain the status quo
Data Challenges May be the most difficult piece for counselors Counselors must
interpret data collect data get comfortable with data
Not turning counselors into statisticians or researchers
Simplify/streamline by delivering to counselors that data which will serve to reach overall goals
The Payoff… Who Did This?
Reduced 9th grade failure rate by 61.9% Reduced Senior failure by 78.4%. Increased PSAT participation by 106
students Doubled the number of African American
students that took the AP Exam Received 70-80% approval ratings from
students about SC programs
Collaborate on Data Data may be difficult to get – it is
“confidential” Determine who has the data
School level District level State level
Find out what data is available Can they make it simple to use?
Who do you collaborate with?
Evaluation and research experts Counselor Educators Staff development experts
Conduct Data Academies Independent Organizations
Private groups – EDSTAR.org Student View – Hazelden Zoomerang.com, SurveyMonkey.com
Set Measurable Goals and Objectives
Goals - broad statements that describe expected outcomes
Objectives - clear, realistic, measurable and time-limited statements of actions which, when completed, will move towards goal achievement.
Example of Goals and Objectives
Area Goal ObjectiveAcademic
To increase number of promotions
In 05-06, the promotion rate of 3rd grade students will increase by 10% as compared to 04-05.
Behavior To create a safer school climate
In 05-06, incidents of fighting at school will be reduced by 5% as compared to 2004-05.
Attendance
To increase the attendance rate
In 05-06, the attendance rate of 9th grade repeating students will increase by 50%.
Results Report
How are students different as a RESULT of what you do?
What does the data tell you? Was the program successful? What worked? What did NOT work? What needs to be changed?
Longitudinal StudyQuestions
1) Will the use of the Protective School’s Model have any impact on academic progress and attendance for the participating students?
2) Will lowering the student to counselor ratio and fully implementing the CCBG program have an increase on academic progress and attendance for the students?
Reading
4445464748495051525354
2000-01 2001-02 2002-03
districtproject students
2000-01 – 3rd grade, 2001-02 – 4th grade, 2002-03 – 5th grade
40
42
44
46
48
50
52
54
56
2000-01 2001-02 2002-03
districtproject students
Math
2000-01 – 3rd grade, 2001-02 – 4th grade, 2002-03 – 5th grade
92
93
93
94
94
95
95
96
96
97
2000-01 2001-02 2002-03
districtproject students
Attendance
2000-01 – 3rd grade, 2001-02 – 4th grade, 2002-03 – 5th grade
School Climate Results
Examples of preliminary gains are as follows: Teachers reported an increase in student
safety at the project schools. (Source: TUSD School Quality Survey)
Students responded that students of different races & ethnic backgrounds are getting along better at their school. (Source: TUSD School Quality Survey)
Parents indicated an increase in satisfaction with their school. (Source: TUSD School Quality Survey)
All Principals indicated increased contact with students and a more consistent program (in classrooms, groups and interventions) with increased counseling staff. Principals consider the
counselor indispensable. (Source: Principal interviews – March and April 2003)
School Climate Results
Principal Comments
Principals saw counselor as the primary change agent for the school
Principals understood how the counselor can contribute to student achievement
Principals acknowledge that the school counselor knows every student and is the soul or heart of the school.
Advocacy/LeadershipAsk “Hard” QuestionsGather & Present Data Task Group Facilitation
Classroom GuidanceSmall Group InterventionsIndividual Interventions
Referral
DATA
System FocusedActivities
Student FocusedActivities
School Counseling Connected to the Mission of the School
Results Report
How are students different as a RESULT of what you do?
What does the data tell you? Was the program successful? What worked? What did NOT work? What needs to be changed?
Results Report- A Tool For
Ensuring program is carried out Every student is served National Student Standards are addressed Developmentally appropriate Documenting process, perception, results data;
immediate, intermediate, and long range impact of program
Analyze effects Share successes Advocate for systemic change
Results Report Examples
Guidance Curriculum Results Report, p.118
Closing the Gap Results Report, p. 117
DATA GOAL
BrainstormWhat needs to change?Strategies/programs to address need
Reality Check
What does the data tell you about the current situation in your school?
What needs to change? What can the school counseling
program do to create the necessary changes to support student success?
Data Interpretation
Look for:Patterns Gaps
Questions: What problems or needs
surface? What achievement gaps exist? What opportunity gaps do the
data suggest?
Writing Goals and Objectives for Action Plans Choose a reasonable number of
action plans Guidance and Advisement
goals should be written in the terms of improving: Academics Behavior Attendance
Examples of Data to ExamineTest Scores
AchievementStateNational
Enrollment Honors/AP Classes College Track Special Education LEP
Graduation Rate By Gender By Ethnicity By SES
Attendance Absences Tardies By Grade Level
Discipline By Classroom Types of Problems Gender
GPA/Class Rank By Gender By Ethnicity By SES
Retention Rates By Subject Area By Grade Level By Gender, Ethnicity
Post Secondary Plans
Special Education By Gender By Ethnicity By SES
Dropout Rate Grade Levels Gender, Ethnicity… Reasons Why
Accountability …Getting Started
Use what you are already doing (e.g., small group or one classroom).
Use data that are already being collected such as attendance, behavior, grades, or other scores.
Keep it simple – percent change, pre to post changes.
Accountability …Getting Started
Show several years of growth Connect to student standards Don’t measure EVERYTHING Make decisions based on needs of
district, site and access to data Goal is to learn from data, not be
evaluated on data
Questions and Comments
CONTACT INFORMATION
Barbara Brady Blackburn, MA, LPCSchool Counseling CoordinatorWV Department of EducationBldg. 6, Room 2211900 Kanawha Blvd. EastCharleston, WV 25305-0330Phone: 304-558-2348 Fax: [email protected]