1. No more insta/FB/twitter checking….  Join me in real life, real-time data collection while we wait for our session to begin….  Text “cosmicsoil052” to 22333  Type one (or 3) word(s) that describe how you feel about collecting and presenting data within your school/district/counseling program. Honesty please!!!  Join me in real life, real-time data collection while we wait for our session to begin….  Text “cosmicsoil052” to 22333  Type one (or 3) word(s) that describe how you feel about collecting and presenting data within your school/district/counseling program. Honesty please!!!

2. DRIVING your program with Data– easy as 1-2-3 Presented by Patti Hoelzle, M.Ed, NBC Elementary School Counselor Nooksack Valley School District

3. Today’s goals: Collect MEANINGFUL data  How do I know what to collect?  How do I collect it?  Process vs. Perception vs. Results/Outcome  “Ain’t nobody got time for THAT”…… USE it  How do I put it into a document/form that people will actually look at and understand?  Who will be interested in my data?  How does the data impact my program and future goals?  “No seriously…..who has time for that?”…..

4. YOU HAVE (to make) TIME FOR THAT!! Data and advocacy go hand in hand. If our stakeholders know what we are doing and know that it’s making a difference, they will have a much harder time justifying any decisions to decrease counseling time in the schools. Teacher vs. counselor? Easy decision when an administrator knows the impact 1 counselor has on 340 students versus 1 teacher adding 5 less students in a classroom.

5. Three Types of Data Process (tells that an event occurred) Perception (tells what someone learned— knowledge, skill or attitude change) Results (tells if student’s behavior, outcomes, or achievement changed) Process (tells that an event occurred) Perception (tells what someone learned— knowledge, skill or attitude change) Results (tells if student’s behavior, outcomes, or achievement changed)

6. Step #1 – Find/Define the problem  Be an observer  What are people talking/complaining about?  Ask an admin the magic wand question –  Analyze your already-existing data to find opportunity gaps  Needs Assessment  Be an observer  What are people talking/complaining about?  Ask an admin the magic wand question –  Analyze your already-existing data to find opportunity gaps  Needs Assessment

7. Before you FIX – set up your tool(s) Perception  Google Forms Google Forms  Surveymonkey Surveymonkey  Poll Everywhere Poll Everywhere  Paper and pencil survey Outcome/Results Process  Time-tracking tool (homegrown, Google Form, EZ Analyze)  Excel  Use one excel workbook for entire year’s data  Skyward/Student Information System

8. Pre-Post Tests (Perception) Pre-test: STUDENTS assess themselves Post-test: Teacher assesses student answers Small group shortcut – use same pre/post test for small group assessments if applicable

9. Step #2 – Fix the problem (administer intervention) Easy-peasy-lemon-squeezy right…..  School-wide program  Small Group support  Classroom guidance lessons  Parent intervention (newsletters, book club, etc.)  Professional development to staff  My personal favorite – “delegate upward” or show data to others who will want to fix the problem

10. Step #3 – Show off your hard work! To administration/staff  Special surprise on desk  Prepare for administration meeting or board meeting (“make your principal look good”)  Lunch room “conversation starters”  Professional development topic  “Teacher-Counselor Connect” newsletters 3 times/year To parents/students  Parent Newsletters  Assemblies/Sporting events/Musical productions  Live reporting of perception survey  Analyze perception data and make “recommendations” to staff and administration  Bulletin boards presenting data

11. Improvement over time

12. Other useful data points

13. Parent Newsletters Add data and results of classroom learning or school-wide interventions into home newsletters – your number of parents is by far your largest and most powerful stakeholder! Benefits – 1. Knowledge to them 2. Accountability for you 3. Community “PR” to all

14. Live Analysis in Classroom 1.Take survey 2.Analyze and discuss as class 3.Set new goals on individual, class, or school-wide level Questions to ask: What do you notice? What is the highest/most/least? What surprises you? How does this apply to (you, seniors, girls/boys, teachers)?

15. The result of our class discussion – “Mrs. Hoelzle, we need to make posters about how to change our self-talk so the younger kids can be more gritty!”

16. Annual Report Original created by Marissa Rex of elementaryschoolcounseling.org elementaryschoolcounseling.org If you do a good job of time tracking throughout year, compiling this document should be easy. - ask for time to plan (away from building perhaps?) - complete during class time

17. PBIS - In the beginning…  THE PROBLEM:  NO data besides Skyward attendance and only one person knew how to access  No consistent expectations across the school  No discipline/bullying data  No process or outcome data to show that counseling interventions are effective  THE PROBLEM:  NO data besides Skyward attendance and only one person knew how to access  No consistent expectations across the school  No discipline/bullying data  No process or outcome data to show that counseling interventions are effective

18. DON’T FORGET to set up your tool ahead of time!  Establish difference between major and minor infractions (“write up” vs. office referral to principal)  Train staff and students  Create Excel spreadsheet to track monthly numbers  Establish difference between major and minor infractions (“write up” vs. office referral to principal)  Train staff and students  Create Excel spreadsheet to track monthly numbers

19. Does our data match up with RTI?  Raw Data  Entered into RTI triangle

20. Is there a causal relationship? Discipline Referrals Year to Year Discipline Referrals Year to Year School Climate Year to Year (Likert Scale)

21. Year 4 – Focus on Attendance  Target students reaching 10% absentee rate  Small group intervention tracking weekly behavioral goals and incentives for “on time everyday” – created Skyward report to track  Target students reaching 10% absentee rate  Small group intervention tracking weekly behavioral goals and incentives for “on time everyday” – created Skyward report to track

22. Three periods of data collection

23. Homegrown Time Tracking Always open, always ready…..

24. Matching up % to ASCA guidelines

25. patti.hoelzle@nv.k12.wa.us patti.hoelzle@nv.k12.wa.us Patti Hoelzle patti.hoelzle@nv.k12.wa.us Need some templates to get started? Scan this QR code and enter your email! patti.hoelzle@nv.k12.wa.us patti.hoelzle@nv.k12.wa.us Patti Hoelzle patti.hoelzle@nv.k12.wa.us Need some templates to get started? Scan this QR code and enter your email! patti.hoelzle@nv.k12.wa.us