1. 2013-14 Fall RESA Training for School Counselors Linda H. Brannan NCDPI Consultant K-12 Student Support Services linda.brannan@dpi.nc.gov Data! Data! Data! Find, Understand and Use Data to Develop Comprehensive School Counseling Programs

2. School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net Click Professional Development Click 2013-14 Professional Development Sessions Click Regional Fall RESA Trainings Day 1 Training

3. Presenters Linda Brannan, NCDPI Educational Consultant - K-12 Student Support Services Debora Williams, NCDPI Educational Consultant for Special Projects Amy Jablonski, NCDPI Educational Consultant for RtI Anne Nixon, NCDPI Educational Consultant for RtI Heather Reynolds, NCDPI Educational Consultant for PBIS Other Presenters across NC from RtI and PBIS

4. Training Purpose – Train the trainer 1.To understand how to develop a comprehensive school counseling program that meets the needs of all students using data-driven decisions 2.To move beyond simple collection of data to using the collected data to solve problems 3.To understand the tools within the NC Framework for School Counseling (ASCA National Model) 4.To understand the job description and the new School Counselor Evaluation

5. Now…. 21 st Century School Counselor LeadershipAdvocacyCollaboration “Implement a data driven, comprehensive, developmental school counseling program to promote systemic change to increase college and career readiness for all students.”

6. New Question for School Counselors

7. New School Counselor Evaluation (based on 2008 NC Professional Standards for SC) Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice. No Standard 6 or 8

8. School Counselor Job Description Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students

9. Major Functions Duties & Responsibilities Development & Management of comprehensive program to support academic success Delivery of Comprehensive Services –NC Guidance Essential Standards/Curriculum –Individual Student Planning –Preventive & Responsive Services –System Support Accountability/Growth

10. School Counselor Job Description Think Time Review the Job Description Jot down a few “aha’s” Share with a colleague

11. School Counselor Job Description New legislation reinforces job description –80% of work time in direct support services to students –20% in program support/management including “fair share” duties –local LEAs will develop a plan to transition test coordinator duties from school counselors

12. New Legislation: G.S. §115C-316.1 “Duties of School Counselors” http://www.ncleg.net/Sessions/2013/Bills/Se nate/PDF/S402v7.pdfhttp://www.ncleg.net/Sessions/2013/Bills/Se nate/PDF/S402v7.pdf “SC shall implement a comprehensive developmental school counseling program in their schools. Counselors shall spend at least 80% of work time in direct student services…”

13. Framework for NC School Counseling

14. Foundation Beliefs, Vision, Mission Program Focus/Goals: Academics/Behavior/Career Use SMART Goals Student Competencies: National Standards, NC Guidance Essential Standards: Skills students should know and be able to do. Professional Competencies: NC Professional SC Standards, Job Description and School Counselor Evaluation

15. Program Focus/Goals Start with your School Improvement Plan Effective S.M.A.R.T. Goals: –Promote achievement, attendance, behavior, and/or school safety –Are based on school data –Address school-wide data, policies and practices or address closing-the-gap issues –Address student competencies

16. Framework for NC School Counseling

17. Management Tools for Program Management: –Annual Agreement –Action Plans –Lesson Plans –Calendars –Advisory Council ASCA Tools: Competencies Assessment, Use of Time Assessment, Program Assessment, Annual Agreement, Action Plans, etc.

18. Calendars How detailed are your calendars? Can you see how you spend your time? Program Calendars - Monthly Individual Calendars - Weekly

19. Annual Agreement and Advisory Council Annual Agreement: –a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M Table Groups: Discuss how you may use this tool to communicate your program goals and meet criteria of SC Evaluation Advisory Council: –Group of stakeholders to INFORM your program –This is your moment to SHINE

20. Example from a School District: Comprehensive School Counseling Plan & Agreement

21. Data & Action Plans School Data Profile (p.66-67) reviews all sources of data from your school to develop plans for Academic, Attendance, Behavior Three types of action plans from D3M: –Curriculum Action Plan – all students - Guidance Essential Standards – collaborative work with PLCs and to fill gaps –Closing-the Gap Action Plan – aligns with SIP - a “must-have” aligns with program goals –Small Group Plan – specific need(s) of a few

22. Data, Data, Data Three types of data collected from Action Plans: –Process (what happened – what you did for whom) –Perception (what knowledge/skill/behavior was learned) –Outcome (how were students different)

23. Framework for NC School Counseling

24. Delivery 80% of time working with or for students Direct (with students) –Core Curriculum (NC Guidance Essential Standards) –Individual Student Planning –Responsive Services Indirect (for students) –Referrals –Consultation –Collaboration New Legislation: G.S. §115C-316.1 Section 8.35 “Duties of School Counselors” (Page 136 for Use of Time)

25. Framework for NC School Counseling

26. Accountability Review and analyze Action Plans and Program Goals: –Data Analysis : Review Curriculum Results, Action Plan Results Use of Time Analysis, School Data –Program Results : Program Goal Results Reports Evaluation and Improvement – What worked and didn’t work? Continuous Improvement (Growth) Growth model - like the DPI School Counselor Evaluation

27. Types of Data

28. Data/Assessment Tool Choice Measurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results- RtI Action Network

29. Assessment Prior achievement is a predictor of outcomes – “our job as teachers/educators is to mess this up, by planning ways in which to accelerate the growth of those that start behind….so before the lesson is planned, the teacher must know what students already know and can do” Hattie (2012). Visible Learning for Teachers

31. Types of Data from ASCA ProcessPerceptionOutcome What happened? What you did and for whom? What was learned? How was a student different as a result of the work? Ex: Number of students you work with during the year. Ex: What did the students learn as a result of the work you did? Ex: How does this impact the larger data sets (academics, behavior, attendance)?

32. Connecting the Data Sources ProcessPerceptionOutcome Surveyed 300 students in 8 th grade about bullying in the school Survey following anti- bullying lessons regarding changes in bullying behavior Measure impact on Office Discipline Referrals (ODR) in the area of bullying

33. Connecting the Data Sources ProcessPerceptionOutcome Made contact with the identified 100 students in grades 9-12 who had 7 more absences last year than the district allows. Tracked attendance data in Home Base on a monthly basis to see progress in attendance. School Improvement Plan (SIP) goal is to reduce number of absences by 50%. Measure reduction of absences at the end of the semester. Compare to last year’s data.

34. Connecting the Data Sources ProcessPerceptionOutcome Identify common reasons (ex: 90% of last year’s dropouts were teen parents). Give survey to 30 teen parents to identify barriers to completing school. School Improvement Plan (SIP) goal is to reduce number students dropping out (ex: 40 students). Number of teen parents dropping out. Attendance data Give survey after strategies/supports are given to determine reduction of barriers. Monitor class attendance and reasons for absences (ex: child care issues). Identify current teen parents: 30 students in grades 9-12.

35. Types of Data Number of students you are working with throughout the year in various groups and settings – Classroom Guidance/Small Groups/Closing the Gap Goals Individual Think Time How do you track this? What method do you utilize to identify students to work with? Write this on a sticky note. Process

36. Types of Data Data collected to measure how student learning or behavior has changed as a result of the implemented strategies Individual Think Time How do you determine this? What tools do you utilize to capture what was learned? Write this on a sticky note. Perception

37. Types of Data Data collected to show the impact of your work with the students in connection to the SIP such as with the Closing the Gap Goals (ex: academic, attendance, behavior – reflects at end of year in your Outcome/Results Reports) Individual Think Time What tools do you utilize to capture what was learned? How do you link it back to the School Improvement Plan? Write this on a sticky note. Outcome

38. Networking Find someone in the room from another school district Introduce yourselves and discuss process, perception, and outcome sticky notes and the connections between the three types of data

39. Accountability - Data Sources & Usage What do you do now?

40. Activity Utilize the blank data worksheet to list the data sources you utilize. Think about additional data sources you can use

41. Curriculum Action Plan Do you know what lessons you will be teaching at the beginning of the year? Do you plan a scope of learning for your program for the various grade levels? Use the curriculum action plan At your table groups: –Pick ONE grade level and talk about how you could collect process, perception, and outcome data over the course of the year.

42. Small Group The power of setting goals for your groups. At your table groups: –Pick one type small group or that you run and talk about the three types of data.

43. Types of Data

44. Graduation Rate = 82.5% http://www.newsobserver.com/2013/08/08/3092325/nc-graduation-rate-rises-above.html

45. DROPOUT PREVENTION EARLY WARNING REPORTS School Counseling/Guidance Fall Regional RESA Trainings Presenters: Debora Williams and Betsy Baugess

46. Do You Know?

47. High School Dropout Statistics

48. Do You Know?

49. High School Dropout Statistics

50. Do You Know?

52. PURPOSE To facilitate an early warning system with research-based risk factors for identifying students who may be at risk of dropping out of school.

53. R ESEARCH ON E ARLY W ARNING I NDICATORS On-track Credits An on-track student has accumulated the requisite number of credits to move to the next grade level and no more than one semester “F” in a core subject. (Allensworth, 2009) Attendance Eight times more predictive of failure than prior test scores. A student who has more than 5 absences in one semester of the 9 th grade year has a 63% chance of graduating in four years. (Allensworth, 2009) In North Carolina, attendance issues were the most often noted for a reported dropout, accounting for 41.5% of all dropouts. GPA Students with a “B” (3.0) average or higher in the first year have better than a 93% chance of graduating; students with a D+/C- (1.0-2.5 GPA) average have a 53-92% chance of graduating; students with less than a “D” average (1.0) have less than a 6% chance of graduating. (Allensworth, 2009)

54. RELEVANT SIS DATA Attendance data, both current and historical State assessment achievement level data Final marks for all middle school/high school courses Most recently calculated GPA (calculated at year-end for grades 9-12) Student name, pupil number, birth date, ninth-grade entry date

55. PowerSchool At Risk Report The At Risk Report provides a listing of courses, sections, and grades associated with students who are currently a risk of failing for the current term.

56. PowerSchool At Risk Report Allows administrators and teachers to take a proactive approach to address potential issues and ensure student accountability.

57. At Risk Report Fields Attendance Mode Daily Meeting Time Students to Include Selected students only All students

58. At Risk Report Fields Attendance Codes ALL CODES Illness or Injury Medical/Dental Appt Death in Family Quarantine Court/Admin Proc Religious Observance Educational Opportunity Teacher-in-Treatment Local School Bd Policy Child Care Excused Tardy Medically Fragile Deployment Activity Unexcused Absence Unex No Immunization Unexcused Tardy Suspensions

59. Attendance Codes

60. At Risk Report Fields Reporting Segment or Begin Date and Ending Date Reporting Segment Chose from reporting segment from the pop-up menu Begin Date and Ending Date Specify a date range in using mm/dd/yyyy OR mm-dd-yyy Failure to use this format issues an alert Date must fall within the selected school year

61. At Risk Report – Data to be Filled ? Use Attendance Report Query Enter minimum number of occurrences of selected attendance codes ? Use Grades Report Query Uses three Grade fields to query students for the report Select final grade type (Stored or Current) Minimum number of classes with failing grades ? Use Discipline Report Query Discipline/incident check inn PowerSchool does NOT consider the PowerSchool discipline/incident functionality that NC will be using. This section should not be used at this time.

62. \

64. At Risk Report

65. NCWISE R EPORTS Reporting Hub Accessible to NC WISE School Data Managers, the LEA Coordinators, Principals, and Others Four reports available on NCWISE Reporting Hub 9 th Grade Dropout Early Warning Report 10 th Grade Dropout Early Warning Report 11 th Grade Dropout Early Warning Report 12 th Grade Dropout Early Warning Report Most data is collected once after Year-End-Transition

66. NCWISE REPORTS (continued) Reports are designed for availability just prior to the start of school allowing counselors to identify the “at risk” students. Reports analyze the student’s historical data. Executed at the beginning of school year for identification of individual student issues.

67. GR Risk Indicators Attendance through middle/high school Final course marks in key elementary/middle school courses Successful completion of high school courses essential to graduation within an appropriate timeframe, as indicated by state assessments Cumulative credits earned in each high school year Continuous cumulative grade point average

68. Report Organization Four available reports A ninth grade report, to be run at the start of ninth grade, analyzes the previous 3 years A tenth grade report, to be run at the start of tenth grade, considering ninth grade data An eleventh grade report, to be run at the start of eleventh grade, considering tenth grade data An twelfth grade report, to be run at the start of twelfth grade, considering eleventh grade data

69. Risk Criteria Ninth grade report Final grade for standard required Math course (grades 6,7,8) < C Final grade for standard required English course (grades 6,7,8) < C All reports Total daily absences, in any one school year, exceed 5 daily absences

70. Tenth/Eleventh/Twelfth Grade Risk Criteria GPA < 2.0 Achievement Level of I or II for EOCs English I Algebra I Failure to achieve an expected level of course credits after each year in high school At beginning of grade 10, less than 5 earned credits At beginning of grade 11, less than 10 earned credits At beginning of grade 12, less than 15 earned credits

71. Report Details All reports are school level reports Each report only contains students “at risk” for dropout Each student has only one record in the report Each column of the report represents a potential dropout risk factor

72. Report Details (continued) If there is no data for a particular risk factor, the column for that factor indicates “no data” Risk factor is calculated using only the available data points There is no variable weighting factor. All risk factors carry the same weight. Risk factor must be.25% or above for the student to be included in the report

73. Ninth Grade Sample Report SCHOOL NAME PUPIL # 9th Grade Entry Date BIRTH_ DATE STUDENT Name SIXth _Grd ABS SEVN Grd ABS EIGHT Grd ABS SIXth Grd ENGL SEVN Grd ENGL EIGHT Grd ENGL SIXth Grd MATH SEVN Grd MATH EIGHT Grd MATH RISK NC WISE HS17/1/20106/30/1995Student1285C+DFD-FD0.67 NC WISE HS27/1/20117/12/1996Student214328no dataCF80CD-0.5 NC WISE HS37/1/20119/20/1996Student31660no dataBA-no dataB-A-0.29 NC WISE HS47/1/20108/29/1993Student4no data618no data F PF0.8 NC WISE HS57/1/20104/10/1995Student5924no dataD F 1 NC WISE HS67/1/20108/18/1995Student6355C+DFCFD0.44 NC WISE HS77/1/20113/20/1996Student71413AC-B-AC-C0.33 NC WISE HS87/1/20102/20/1995Student85913C-B-FC+B-D0.56 NC WISE HS97/1/20118/23/1996Student9766ACDCCC0.44 NC WISE HS107/1/20112/18/1996Student10no data97 9492no data94920.33

74. Example: Student #1 Rising ninth grader 2 absences in sixth grade 8 absences in seventh grade - risk factor 5 absences in eighth grade Sixth grade English final mark is “C+” Seventh grade English final mark is “D” - risk factor Eighth grade English final mark is “F” - risk factor Sixth grade math final mark is “D-” – risk factor Seventh grade math final mark is “F” – risk factor Eighth grade math final mark is “D” – risk factor RISK FACTOR is 67% (6 of 9 factors qualify as risks)

75. Twelfth Grade Sample Report http://dpi.state.nc.us/docs/graduate/resi liency/sample-report.pdf

76. Contacts Debora Williams, Special Assistant Graduation Initiatives (919) 807-3912 debora.williams@dpi.nc.gov Betsy Baugess, Manager Data/Software & Reporting (919) 807-3276 betsy.baugess@dpi.nc.gov

77. Data-Based Decision Making Using the TIPS model

78. Desired Outcomes The goal of this training is to help schools move beyond simple collection of data to using the collected data to solve problems.

79. Rationale Data should be used regularly to solve problems, because it… provides a more objective viewpoint of the current state. increases efficiency by making needed action items clear. provides information about effectiveness of practices so modifications can be made in a timely manner. ensures that strategies and interventions are based on precise problem statements.

80. Data-Based Decision Making Problem-Solving Process 80

81. Problem-Solving Process: Definitions Problem: Difference exists between expected/desired student behavior and current student behavior. Problem identification: Difference is discovered and significance is determined. Problem-solving: A plan is created to reduce or eliminate difference.

83. Data-Based Decision Making Meeting Foundations

84. Meeting Foundations: Elements Team purpose Defined agreements about processes Established roles and responsibilities Electronic meeting minutes

85. Meeting Foundations: Overview 1.Meeting starts and ends on time 2.Consistent attendance by team members 3.Agenda is used to guide meeting topics 4.Process is in place to monitor progress of implemented solutions (review previous meeting minutes) 5.System is used for documenting decisions 6.Next Meeting is scheduled

86. Meeting Foundations: Overview 7.Team members prepare for and meet responsibilities during meeting 8.All team members (absent or present) are given minutes within 24 hours of the meeting 9.Decision makers are present when needed 10.Protocol is established for when administrator is unable to attend 11.Efforts are making a difference in the lives of children/students

87. Meeting Foundations: Team Purpose District School Grade/ Department Individual Student District implementation District-wide problem-solving Provide support to schools School implementation School-wide problem-solving Provide support to staff Grade/Department (PLC?) problem-solving Individual student problem-solving

88. Meeting Foundations: Defined Processes Meeting dates/times Storage of information Contact information Ground rules/agreements/norms 1.Inform facilitator of attendance issues before meeting 2.Avoid side talk 3.Remind each other to stay focused 4.Start and end on time 5.Be an active participant

89. Meeting Foundations: Roles Core roles –Facilitator –Minutes taker –Data analyst –Time keeper –Administrator –Active team members Are all skill sets for problem solving present or easily accessible? Can one person serve multiple roles? Are there other roles needed? EX: communication coordinator, timekeeper Are team members culturally responsive? Backup for each role RtI Coach PBIS team member

90. Meeting Foundations: Minutes (Documentation) Agenda today’s items next week’s items Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, responsible people, timelines assigned, and an evaluation plan Logistics date time location roles

91. Meeting Foundations: Minutes (Review) Meeting minutes An effective process check Baseline for current meeting Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks

92. Meeting Foundations: Environment 92 Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute. Consider using one form to guide the activities of the meeting and using a projector so that all team members view the content and participate.

93. Meeting Foundations: Structure/Flow 1.Attendance, roles for meeting 2.Next meeting date 3.Review agenda for meeting 4.Review/status update of previous meeting minutes 5.Review data and use problem solving model to prompt the development of a comprehension action plan 6.Reports needed for next meeting 7.Team assessment of meeting 8.Dissemination of meeting minutes

94. Data-Based Decision Making Identify Problems

96. Identify Problem(s) Behavioral/academic definition Concrete, observable and measurable Stranger test? Typically begins broad

97. Data-Based Decision Baking Develop Hypothesis

99. Develop and Test Hypothesis: Determine Cause of Problem Determining the cause, or uncovering why a problem is occurring, is essential to developing interventions. The goal is to help students be successful. When collecting data, it is important for staff to make their best, most informed guesses about why students are struggling.

100. Develop and Test Hypothesis: ICEL We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?” We ask questions across four domains. InstructionCurriculumEnvironmentLearner Domains within our control

101. Instruction ReviewInterviewObserveTest Curriculum ReviewInterviewObserveTest Environment ReviewInterviewObserveTest Learner ReviewInterviewObserveTest Develop and Test Hypothesis

102. Review Curricular materials Curriculum MapsEtc… Interview Previous Teachers Current TeachersEtc... Observe Teacher’s instructional strategies Instructional Time Etc... Test Group Diagnostic Test Individual Testing data Skill specific test on sample of students Etc... Examples to Consider

103. Develop and Test Hypothesis: Things to Consider A hypothesis is an explanation for what the data and your experience tell you. Use multiple sources of data. Staff with the most direct experience with the problem need to add their insight to accurately define cause. An accurate hypothesis is crucial to designing solutions that will be effective.

104. Develop and Test Hypothesis A CCURATELY D EFINED P ROBLEM A CCURATE H YPOTHESIS P RECISE P ROBLEM S TATEMENT

105. Activity: Identifying Precise Problem Statement Which partial statement is more precise? Too many ODRs15 instances of disrespect 24 ODRs between 1:00 and 1:30 Too many ODRs in the afternoon Too many ODRs outside the classroom 25% of students have at least 2 ODRs Too many ODRs on the playground 6 ODRs on the playground Many students have ODRs Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time. The curriculum and instruction used to teach playground expectations do not address alternatives to aggression. Which statement is a complete Precise Problem Statement?

106. Data-Based Decision Making Discuss and Select Solutions

108. Solution should be based on the precise problem statement which is developed around instruction, curriculum, environment and/or learner. Precise, clear goal must be set before plan implementation. Goal should be a specific description of desired change in student behavior. Goal should be a SMART goal.

109. Discuss and Select Solutions S- Specific M- Measurable A- Attainable R- Relevant T- Time-Bound

110. Activity: SMART Practice List 5 items on your “Bucket List.” Write a SMART goal for one of your items. Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound? Ex: After training for twelve weeks, I will complete the Outer Banks Half-Marathon on November 10, 2013.

111. Data-Based Decision Making Develop Action Plan

113. Develop and Implement Action Plan: Design The most effective plans utilize multiple strategies that affect all causes of the problem. To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back. Change takes time, so implement the plan for a set amount of time (dependent on complexity and intensity of problem) before evaluating.

114. Develop and Implement Action Plan: Design Data Decision Guidelines Intensity of plan Frequency of monitoring Tool(s) being utilized How will we determine success along the way?

115. Develop and Implement Action Plan: After Creation Once strategies are selected, specific tasks need to be delegated and tracked using an action plan. Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting. Effective action plans are: Used regularly Frequently reviewed and updated Accessible to all staff involved in implementing plan Made of specific, manageable action steps with clear timelines Developed using data from staff and teams

116. Fidelity Use weekly 1-5 survey from teachers to assess implementation of plan. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Are we doing the plan? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes Develop and Implement Action Plan: Ensuring Fidelity

117. Data-Based Decision Making Evaluate and Revise Action Plan

119. Review data to answer the following question: Has the goal been met? If yes, explore the following options: 1.Increase goal for the same problem. 2.Choose another problem to address. 3.Gradually fade plan.

120. Evaluate and Revise Action Plan Review data to answer the following question: Has the goal been met? If no, explore the following options: 1.Evaluate fidelity of implementation. 2.Assess problem identification. 3.Consider the accuracy of the hypothesis. 4.Alter the timeline. 5.Find ways to adjust the solutions. 6.Review “like peer” data.

121. Making Connections Evaluate and Revise Action Plan Connecting Types of Data within TIPS

122. Where do you see utilizing PERCEPTION data in this model Where do you see utilizing PROCESS data in this model Where do you see utilizing OUTCOME data in this model

123. Data-Based Decision Making School-Wide Case Study The following activities work best when sitting in small groups based on building level (ex: elementary, middle, high school)

124. Case Study: Context Mid year school improvement team (SIP) meeting Academic and behavior outcome data is presented

126. School-Wide Case Study Data Academic Data Discipline Data As a team choose a grade level and academic area to apply to this data set.

127. Activity: Identify Problems in School-Wide Case Study Note discrepancies between what is desired and what exists. Identify any patterns or trends. Is there a problem? As a team, agree on the problem statement

129. Instruction ReviewInterviewObserveTest Curriculum ReviewInterviewObserveTest Environment ReviewInterviewObserveTest Learner ReviewInterviewObserveTest School-Wide Case Study: Develop Hypothesis

130. Activity: Develop the Hypothesis for School-Wide Case Study As a team, develop the hypothesis(es) by considering Instruction, Curriculum, Environment and (ICE). Plan how to Review, Interview, Observe and/or Test (RIOT) in order to test your hypothesis(es). Be prepared to share with the group.

131. School-Wide Case Study: Digging Deeper What questions do you have about instruction, curriculum and environment for this grade level? Instruction Curriculum Environment Handout

133. Activity: Discuss and Select Solutions for School-Wide Case Study 133 Discuss and select solutions connected to your precise problem statement. Create a goal for possible solutions. Ensure the creation of a SMART goal by asking these questions: Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound?

135. Activity: Develop and Implement Action Plan for School-Wide Case Study Create some action items for this sample team. Do your action items include a time/date for completion? Do your action items name the person(s) responsible? Is there a way to measure fidelity of implementation? Determine procedure for progress monitoring (tools and frequency).

137. Evaluate and Revise Action Plan of the School-Wide Case Study If yes, explore the following options: 1.Increase goal for the same problem. 2.Choose another problem to address. 3.Gradually fade use of the plan or convert successful plans into policy/procedure/practice. If no, explore the following options: 1.Evaluate fidelity of implementation. 2.Assess problem identification. 3.Consider the accuracy of the hypothesis. 4.Alter the timeline. 5.Find ways to adjust the solutions. 6.Review “like peer” data. Use the data to answer: Has the goal been met?

138. Closing the Gap Action Plan These plans use D3M, support the SIP and support SC Program Goals in Foundation. At your table groups – Take the TIPS Problem/Goal your group just created in the School-wide Case Study to develop a School Counseling Closing the Gap Action Plan

139. Data-Based Decision Making Individual Student Case Study

142. Individual Student Data - Jessica Attendance issues: has missed 12/40 school days At risk to fail math: has failed first 2 tests and turned in 5 assignments late, initial benchmark scores were 30% below the target score (as established in HomeBase) Has been tardy to class 8 times 1 out-of-school suspension for unexcused absences

143. Individual Student Data - Johnnie K - Spring1 st - Fall1 st - Winter PSF37 (40)30 (40) NWF25 (28)25 (27)29 (43) ORF17 (23) TRCC (D) D (G-H) Black = Johnnie’s scores Red = Benchmark scores AttendanceOffice Referrals Kindergarten173/1800 First Grade80/923 (disruptive behaviors)

144. Activity: Identify Problems in Individual Student Case Study Note discrepancies between what is desired and what exists. Identify any patterns or trends. Is there a problem? As a team, agree on the problems to be addressed first.

146. Activity: Individual Student Case Study Data: Digging Deeper What questions do you have about instruction, curriculum, environment and the learner based on this data? Instruction Curriculum Environment Learner Handout

147. Instruction ReviewInterviewObserveTest Curriculum ReviewInterviewObserveTest Environment ReviewInterviewObserveTest Learner ReviewInterviewObserveTest Individual Student Case Study: Develop Hypothesis

148. Activity: Develop the Hypothesis for Individual Student Case Study 148 As a team, develop the hypothesis(es) by considering Instruction, Curriculum, Environment and Learner (ICEL). Plan how to Review, Interview, Observe and/or Test (RIOT) in order to test your hypothesis(es). Be prepared to share with the group.

150. Activity: Discuss and Select Solutions for Individual Case Study 150 Discuss and select solutions connected to your precise problem statement. Create a goal for possible solutions. Ensure the creation of a SMART goal by asking these questions: Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound?

152. Activity: Develop and Implement Action Plan for Individual Student Case Study Create some action items for this sample team. Do your action items include a time/date for completion? Do your action items name the person(s) responsible? Is there a way to measure fidelity of implementation? Determine procedure for progress monitoring (tools and frequency).

154. Evaluate and Revise Action Plan of the Individual Case Study If yes, explore the following options: 1.Increase goal for the same problem. 2.Choose another problem to address. 3.Gradually fade use of the plan. If no, explore the following options: 1.Evaluate fidelity of implementation. 2.Assess problem identification. 3.Consider the accuracy of the hypothesis. 4.Alter the timeline. 5.Find ways to adjust the solutions. 6.Review “like peer” data. Use the data to answer: Has the goal been met?

155. Data-Based Decision Making Questions?