1. Evidence That I’m a Difference Maker Tommi Leach, Erica Harris and Kelly Arrington ODCTE

2. How do you eat an elephant????

3. How do counselors drive school improvement? By determining an area that needs improvement and starting with one small group (one bite) at a time…

4. Why Do School Counselors Need to Use Data? Four purposes: 1)Identify school counseling program goals 2)Monitor student progress to close the achievement gap 3)Assess and evaluate programs 4)Demonstrate school counseling program effectiveness

5. Making Data Work Aligns with “The ASCA National Model: A Framework for School Counseling Programs (third addition)” and has been revised to reflect changes in the most recent edition of the ASCA National Model

6. The Making D.A.T.A Work Process D esign: What is your goal? A sk: How will you achieve the goal? T rack: How will you analyze the data? A nnounce: How will you share your results?

7. What is Your Data Literacy Score? Page 9 Take survey

8. Scoring: 41-50You are a data-driven school counselor. 31-40You believe collecting data is important and collect data regularly. 21-30You would like to collect data but it doesn’t always happen. 11-20You are beginning to collect some data. 10You are unsure of how to collect and use data.

9. DESIGN: What is your goal? Define a Mission Statement Aligns with the school’s mission statement Is written with students as the primary clients Advocates for equity, access and success for every student Indicates long-range results desired for all students

10. DESIGN: Goal-Setting Process Identify the burning question – ex. pg. 13 Answering the burning questions is CRITICAL to the process of developing the right SMART goal and identifying the right intervention.

11. DESIGN: Identifying Focus Areas and Program Goals Review school data (School Report Card) – page 21 Conduct a school counseling program assessment – page 14 Review the school improvement plan – page 15 Identifying a SMART goal

12. SMART Goals – page 17 Specific Measurable Attainable Results-oriented Time-bound

13. Design: Examples – pg 24 Elementary, Middle School, High School Design worksheet

14. Ask How will you achieve the goal? Is there a burning question that needs to be asked? – What will help you? Why aren’t students in a sub group achieving? What information will you need to develop a SMART goal? Does data exist or do you need to collect additional data? Pg. 31

15. Data Process – Data showing who, what, when and where. Perception – Data showing what students know, think, or change in behavior. Outcome- Data showing the impact of the intervention on student achievement, behavior, &/or attendance.

16. Process, Perception or Outcome? Process 57 8 th graders attended the career fair Perception 95% of the 8 th graders who attended the career fair say they can identify a career goal. Outcome 50 % of the 8 th graders who attended the career fair enrolled in a class next year that aligned with their identified goal.

17. Put our knowledge to the test OUTCOME 10 students in group counseling increased their GPA from 1.7 to 2.9 between the first and third grading period. PERCEPTION 325 0ut of 523 7 th graders believe being a bystander is wrong. PROCESS 98% of 9 th graders completed a career plan by the end of the school year. PROCESS 33 second graders participated in the Kelso’s Choices conflict resolution curriculum.

18. Tools to help in ASK Pg. 30 template for each DATA Pg. 32 description of data with examples Pg. 35 how to collect process, perception and outcome data Pg. 37 chart progress share with advisory board administration, teachers, and for TLE documentation.

19. Surveys Surveys gather perception data. Reveal an issue or area we can address or add value to. Show us a students attitude toward school, bullying, a need for advocacy programs etc. Show the impact of the intervention or activity.

20. Four types of surveys Pre-Post - given to students before and after an intervention to show the change. Needs Assessment- given to students or stakeholders to determine their perception of student or program needs. Evaluation- given to participants after an intervention or activity to gather opinions and value. Opinion- given to students or stakeholders to understand their perception of the school counseling program or activities.

21. Survey Tips One page, fewest questions possible. Clear and relate to what you are trying to answer. Conduct pre and post surveys of workshops, school counseling lessons, programs and groups, & compare the results. At the beginning and end of an intervention or activity. Open- ended question.

22. Track- How will you analyze the data? How can you use the data to determine if you have met your goal? You need all three types of data – Process, Perception, and Outcome What did you learn from looking at the data and how can you present it so others understand? Are there changes you need to make to serve students better?

23. Aggregating Data Finding the Average pg. 52 Finding the Percent pg. 52 & 54 Percent of Change pg. 56

24. Technology Tools Google Docs Survey Monkey SchoolCounselor.com – $150 site, $600 district EZAnalyze.com

27. Qualitative Data Students’ stories are help tell the story and answer burning questions in determining what interferes with academic success. What do we do with open-ended survey questions, interview data and focus groups? – Transcribe – Categorize – Look deeper into categories

28. ANNOUNCE- How will you share your data/results ? What do the results mean? Consider what you learned and how to use that information – Modify/improve existing programs – Advocate for new programs – Show you met your goal – Consider possible implications – Answer a burning question

29. Sharing the data With whom will you share results How will you present your results Power of data is sharing the data

30. Putting it all together Pages 85-93 Example of the 4 step Making Data Work Process Completed Design Worksheet example (85-86) Completed Ask Worksheet example (87) Surveys used (88-89) Completed Track Worksheet example (90) Completed Announce worksheet example (91) Completed Data Report (92-93)

31. Resources in book Survey examples (pages 94-108) Data Report Samples (pages 109-131) Suggested Readings and websites

32. Example: (Design) Bowman High School counselors have implemented college preparation lessons and activities to students leading up to their senior year. Interest and participation in such programs have been minimal. BHS does not have a career/college counselor to help students through the process. Question: How prepared do seniors feel to complete college search/application, college essay, financial aid/scholarships and career/major choices?

33. Example: (Ask) What ways could they find out information about how prepared seniors felt they were? 623 seniors were given a needs assessment in their English classrooms in September following a school counseling curriculum lesson. Asked Five questions How prepared do you feel to complete college searches/application, essays, financial aid/scholarships and career/major choices Would they like to participate in small group about such topics Used Likert scale (poor-fair- satisfactory-good-excellent)

34. Example: (Track-how prepared do you feel to complete….)

35. Example: (Announce) Share findings and results with administration and faculty for input Consider the demographic data What would the impact of a college/career counselor be at this school? Consider how offering parent workshops, group counseling and classroom lessons might address the need for additional support. Consider how teachers could assist students with different areas.

36. Contact us: Tommi Leach, Academic Coordinator 405-743-5524 tommi.leach@careertech.ok.gov Erica Harris, Advisement Specialist 405-743-5164 erica.harris@careertech.ok.gov Kelly Arrington, CAC Coordinator 405-743-5159 kelly.arrington@careertech.ok.gov