2. The Four Letter Word- DATA!!!!! 2009 Professional School Counselors’ Conference Marksville, Louisiana December 2, 2009 Mark Kuranz, mkuranz@wi.rr.com ASCA Past President

3. Data A great four letter word! WHY?

6. ASCA National Model

7. Management System

8. Accountability System Results Report – – Program – Guidance Curriculum – Closing the Gap – Impact Over Time School Counselor Performance Standards The Program Audit

9. How are students different as a RESULT of what you do? Results Report – – Program – Guidance Curriculum – Closing the Gap – Impact Over Time

10. What Is Your Relationship with Education Data? Nonexistent? Reactive? Proactive?

11. How Not to Use Data To place blame To focus on the past To maintain the status quo

12. 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

13. 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

14. 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

15. WHY? Because… Drives decisions for student success Connects to the mission of schools Demonstrates effectiveness Incorporates the systemic use of Results Reports Ensures accountability

16. Your Beliefs? How much are you willing to learn, do, become frustrated, or challenge the status quo? In time, what can you give up? Can you advocate for a data-driven program?

17. Beliefs = Behaviors Data Student characteristics Ethical standards

18. Beliefs

19. What kind of students do we want leaving our schools? Our answers become a vision for all students.

20. What kind of students do we want leaving our schools?. readers writer successful smart clear communicator reliable appreciative willing to give back (volunteer) cautious risk taker persistent confident moral spiritually connected competitive ability to say no problem solver negotiator willing to compromise friendly team players honest questioners helpful effective listeners critical thinkers life long learners loyal responsible caring analytical happy physically healthy technologically competent effective

21. ASCA Ethical Standards Preamble Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. Each person has the right to receive the information and support needed to move toward self- direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with nondominant language backgrounds.

22. ASCA Ethical Standards A.1. Responsibilities to Students The professional school counselor: b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student.

23. ASCA Ethical Standards A.3. Counseling Plans The professional school counselor: a.Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions.

24. AcademicPersonal/SocialCareer 1. 2. 3. Categorical Brainstorm What projects are possible?

25. What Data Should You Collect? Data Elements/Variables Important to Consider: Student Demographics Attainment Achievement Student Behavior Choices Opportunity Gaps

26. 25 What 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 Zip Code

27. 26 What 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

28. 27 What 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 – Passing all subjects Periodic assessment – Semester grades – End of course tests Ongoing classroom assessment – Class assignment grades – Tests

29. 28 What do you want to know? Student Behavior Choices: What are students doing? Attendance Discipline referrals Classroom behavior Homework completion Enrollment patterns – Algebra in 9 th grade – Upper level math and science – Honors, AP, college credit

30. 29 Are some students provided more opportunities than others? Access to rigorous curriculum Access to quality teachers School policies and climate Special Education Screening Placement School activities Participation in Support Services – Tutoring, Mentoring What do you want to know? Opportunity Gaps:

31. 30 Types of Data Process Perception Results

32. 31 Process data “What you did for whom” Evidence that event occurred How activity was conducted Did the program follow the prescribed practice?

33. 32 Process Data - Examples Six counseling groups with 8 students each were held 1,350 6-8 th grade students received the “Time to Tell” guidance lesson All high school students seen individually to prepare 4 year plan.

34. 33 Adding Process Data ActivityProcess Data Perception DataResults Data Question or Demonstration Pre Post How will student behavior change? PrePost DateDate # %# % DateDate # %# % DateDate # %# % DateDate # %# %

35. 34 Perception Data “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

36. 35 Perception Data - Examples Competency Achievement – Every student in grades 9-12 completed a 4 year plan – Every 10 th 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 parents say their child feels safe at school – 58% of teachers say students behavior appropriately in class

37. 36 Adding Perception Data ActivityProcess Data Perception DataResults Data Question or Demonstration Pre Post How will student behavior change? PrePost DateDate # %# % DateDate # %# % DateDate # %# % DateDate # %# %

38. 37 Results Data “So WHAT” data Response to Intervention How has student behavior changed Proof activity has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior – Attendance – Behavior – Academic achievement

39. 38 Results Data - Examples 42 students on the retention list avoided retentions Graduation rates improved 14% over three years Attendance improved among 9 th grade males by 49%

40. 39 Adding Results Data ActivityProcess Data Perception DataResults Data Question or Demonstration Pre Post How will student behavior change? PrePost DateDate # %# % DateDate # %# % DateDate # %# % DateDate # %# %

41. 40 Examples of Data to Examine Test Scores  Achievement  State  National 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

42. So What? Our colleagues are doing this DATA work!

43. 42

44. 43 Case High School Graduation

46. Academic Achievement – Student Focused

47. Year Two Grade Point Average

48. Ripple--Expertise--Collaborate

49.  The state per pupil reimbursement is $7,500 for the whole year  A 2% increase in overall attendance for Fall Semester 2004 adds 11 students to the state’s bill ◦ 94% of 550 9th graders = 517 students ◦ 96% of 550 9th graders = 528 students (11 more)  1/2 of $7,500 = $3,750  11 new students times $3,750 = $41,250  The cost of hiring a new starting Masters-level professional school counselor is about $40,000 (not including benefits)  The school has financially gained about what it would cost them to pay for a new professional school counselor for one year. What are the financial benefits to the school for increasing attendance by 2% for a full semester?

51. Minority AP Enrollment in One Jefferson County High School - System Focused

52. Student Engagement Listening Lesson 51

53. Reading 2000-01 – 3 rd grade,2001-02 – 4 th grade,2002-03 – 5 th grade

54. Math

55. Attendance

56. 55

57. 56 For everyone except the people with the highest baseline truancy rate, the second quarter seemed much better than the third in terms of truancy. People who had the most contact also demonstrated the biggest reduction in truancy from baseline.

58. 57 For everyone except the people with the highest baseline truancy rate, the second quarter seemed much better than the third in terms of truancy. People who had the most contact also demonstrated the biggest reduction in truancy from baseline.

59. 58 Student Engagement 06-07 No data for Q2 truancy on people who never participated. The reduction observed from baseline to Q2 in truancy is statistically significant, as is the increase in truancy from Q2 to Q3.

60. 59 Student Engagement 06-07 It is interesting that people who never participated had the highest GPA at baseline, and the lowest at Q3. Also, there was relatively little movement in GPA’s for people who did participate. Overall, the decrease from baseline to Q2 GPA is statistically significant, as is the increase from Q2 to Q3.

61. 60 Student Engagement 06-07 For everyone except the people with the highest baseline truancy rate, the second quarter seemed much better than the third in terms of truancy. People who had the most contact also demonstrated the biggest reduction in truancy from baseline.

62. 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) School Climate Results

63. 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)

64. 5 th grade students reveal that they see positive school changes, have gained many academic and personal skills from their counselor and have a personal vision that includes continuing their education. ( Source: Focus groups conducted in March and April at each school2003)

65. 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. Principal Comments

66. Using Charts: Bullying Data

67. Student Reasons for Being Absent

68. SHARING PRE & POST DATA IN EXCEL QuestionsPre- test Post- test 1. Regularly use accountability strategies.1.43 2. Believe SC should address educational issues. 24.2 3. Can Conduct program assessments.2.34 4. Know how to organize and make sense of collected data. 33.5 5. Know how to share results with stakeholders. 2.54.1

69. SHARING PRE & POST DATA IN CHART

70. Use simple statistics - averages and percentages Disaggregate – take apart by meaningful wholes Aggregate – condense statistics to meaningful representative numbers Cross-tabulate – put data into a chart Longitudinal data – look at data over time Basic Ways to Analyze Data

71. When you want to know how the group as a whole did on a particular activity or question Ex., 20 students answered a question on whether they feel safe at school using a 1 to 5 Likert Scale (1-strongly disagree; 2-disagree; 3-unsure; 4-agree; 5-strongly agree) 2 students (1); 3 students (2); 3 students (3); 10 students (4); 2 students (5) 2X1 + 3X2 + 3X3 + 10X4 + 2X5 = 67/20(students) = 3.35 (just above 3-unsure) When to Use the Average (and how to calculate it)

72. When you want to know how the group as a whole did on a particular activity or question Ex., 20 students answered a question on whether they feel safe at school using a 1 to 5 Likert Scale (1-strongly disagree; 2-disagree; 3-unsure; 4-agree; 5-strongly agree) 2 students (1); 3 students (2); 3 students (3); 10 students (4); 2 students (5) 2X1 + 3X2 + 3X3 + 10X4 + 2X5 = 67/20(students) = 3.35 (just above 3-unsure) When to Use the Average (and how to calculate it)

73. 12 students respond to one question on a questionnaire (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree) 1 students respond strongly disagree (1) 1X1= 1 3 students respond disagree(2) 3X2= 6 5 students respond agree (3) 5X3=15 3 students respond strongly agree (4) 3X4=12 1+6+15+12= 34 34/12= 2.8 or, the average score on this question for all 12 students is closest to ‘agree.’ Example: Computing Averages

74. Working with Percentages The number over the total = % If 325 out of 350 students graduate, then 92% is the graduation rate (325/350=92%) Working with Percent Change Final # (b) – beginning # (a) = change (c) change (c)/ beginning # (a) X 100 = % change c/a = d x 100 = % change 340 graduate 2003; 325 in 2002 (340-325=15) 15/325 X100= 4.5% graduation rate increase! Statistics Primer

75. When to use percents? – When you want to know what part of a group did or did not accomplish something Formula: Part of the group (a) /total group (b) = fraction of the total (c ) X 100 = % Ex., 175 students graduated out of 214 175/214 =. 82 X 100 = 82% graduated When to Use Percentage (and how to find it)

76. Ex. On a pretest the students average score on the 1 st question about career choices was 1.4 (on a scale of 1-5). The posttest score was 4.2. Formula: final #(b) - beginning #(a) = change (c) change(c) / beginning #(a)= (d) X 100 = % of change 4.2 – 1.4 = 2.8 2.8/1.4 = 2 X 100 = 200% In other words students increased their knowledge of career choice by 200%! Finding the Percentage of Change (Impact or Results)

77. Microsoft Excel Chart Online Training http://office.microsoft.com/training/training.as px?AssetID=RC011055061033 Free Tech Tools. ASCA School Counselor, 44, pp. 22-29. Data Support

78. Where do you begin? Carol Kaffenberger, Ph.D and Anita Young, Ph.D. Eric Sparks - Wake County Public School System ASCA Results Reports SPARK and SPARK-W

80. Using DATA to Understand Educational Issues 1.DESIGN: What is the question? 2.ASK: How will you answer the question? 3.TRACK: How will you make sense of the data? 4.ANNOUNCE: How will you use the findings? C. Kaffenberger and A. Young

81. Wake County Public School System Example of Goals and Objectives AreaGoalObjective Academic To increase number of promotions In 06-07, the promotion rate of 3 rd grade students will increase by 10% as compared to 05-06 Behavior To create a safer school climate In 06-07, incidents of fighting at school will be reduced by 5% as compared to 05-06 Attendance To increase the attendance rate In 06-07, the attendance rate of 9 th grade repeating students will increase by 50%

83. http://www.ascanationalmodel.org/

84. http://www.schoolcounselor.org/scene

85. http://www.umass.edu/schoolcounseling/

86. http://www.cescal.org/

87. Creating Pre and Post Measures Classroom teachers asks for help in improving students’ listening skills Four listening lessons in over a two month period Process data - 120 students, 4 – 45 min. lessons Perception data – pre/post survey Results data – increase in listening behaviors, reduction in classroom interruptions, decrease in behavioral referrals 86

88. 87 Creating Pre- & Post Measures Think about the specific indicator that you wish to measure Delineate the 2-4 main concepts, ideas, or skills contained within the indicator Create 1-2 questions for each of these

89. http://www.sparconline.net/

90. http://www.doe.state.in.us/octe/goldstar/evaluation.html

91. 90 How are students different as a result of the school counseling program? Remember: The New Question is….

92. Thank You Mark Kuranz mkuranz@wi.rr.com