1. Jean Greco, Patricia Nailor & Karl Squier Rhode Island School Counselor Association ASCA 2005 Annual Conference Promote & Save School Counseling

2. 2 Activity  Do people in your community know what counselors do?  Why are counseling positions an easy target for budget cuts?  Have you used data to promote your school counseling program?  Have you used data to try and save counselor jobs?  Do people in your community know what counselors do?  Why are counseling positions an easy target for budget cuts?  Have you used data to promote your school counseling program?  Have you used data to try and save counselor jobs?

3. 3 What Do You Think of When You Hear the Word Data?

4. 4 What Is Data?  Factual information, especially information organized for analysis or used to reason or make decisions. (www.dictionary.com)

5. 5 Types of Data  Process ― What did you do for whom?  Results ― What are the outcomes?  Perception ― What do people think they know? What do they believe? What can they do?  Process ― What did you do for whom?  Results ― What are the outcomes?  Perception ― What do people think they know? What do they believe? What can they do?

6. 6 Sample Process Data Elementary Developmental Guidance Lessons Cranston (RI) Public Schools (2899)(2476)(2886)

7. 7 Sample Process Data Cranston EOY Stats FY05 SEPTOCTNOVDECJANFEBMARAPRMAYJUNTOTALS # Seen for Individual Counseling181176179194 2102121862231761,931 # Individual Counseling Sessions2582803723413833354663464352413,457 # Individuals in Group Counseling5395125135365876226026676546175,849 # of Group Counseling Sessions2294143713704343455464215392673,936 # SPED IEP students1051081331291111261311341361441,257 # of Consult/ Monitor pupils1841651711531569197109103961,325 # of Developmental Lessons226312334313296262403317337992,899 # students seen in Devel Lessons3,5504,7254,6364,7464,3484,3074,5704,3834,1752,18141,621 TST Meetings24611109 86167 TQP Meetings59565157504161426129507 Total Parent Contacts4461,2277652292381742362062211473,889 Parent Conferences98757382 6791758049772 Telephone Contacts816913793 5497748277857 Written Contact2251,064549397636 3730942,186 IEP Meeting10302218152233274136254 Teacher Meet/Conf5324994965394734805554634722574,766 Principal Meet/Conf2832662892932221492162092131482,288 Other Staff Meet/Conf1882061952332261301911791921471,887 Spec Services Personnel Meet/Conf14618916516617398161124121771,420 Outside Agency Meet/Conf15383337342923264019294 Full Core Staffing420122042017 Other Meet/Conf1024132820032

8. 8 Sample Process Data Providence Public Schools Counseling Activity Log DateStudent NameID#GradeClassSession Length (in min.) Initial Contact Follow-up Contact Individual Counseling Group Counseling Parent Meeting - School Home Visit Phone Calls Letter/Correspondence CRT/Admin Consult (ET also) Referral to Community Agency Offsite Meeting

9. 9 Sample Results Data Time Management Lesson: Book Report Completion Grade 5StudentsOn-timeIncomplete Pre-activity503515 Post-activity50491 Cranston (RI) Public Schools

10. 10 Sample Results Data Increased Purposeful Contact with School Counselors Central High School, Providence (RI) Public Schools

11. 11 Documentation as Evidence of Results May 2005 Framework for Comprehensive School Counseling in the Cranston Public Schools

12. 12 Documentation as Evidence of Results Department of Counseling & Social Services Providence (RI) Public Schools August 2003 Administrative Handbook

13. 13 Sample Perception Data  Competency Achievement ― Every student (grades 9-12) completed a four- year plan  Knowledge Gained ― 91% of students acquired knowledge about how to handle bullying  Attitudes & Beliefs ― 94% of 5 th grade students felt their school was safe  Differences Measured Through: ― Pre-Post Tests ― Completion of an Activity ― Surveys  Competency Achievement ― Every student (grades 9-12) completed a four- year plan  Knowledge Gained ― 91% of students acquired knowledge about how to handle bullying  Attitudes & Beliefs ― 94% of 5 th grade students felt their school was safe  Differences Measured Through: ― Pre-Post Tests ― Completion of an Activity ― Surveys

14. 14 CPR Toolkit  A Counseling Preservation Response (CPR) Toolkit will help you promote your school counseling program  It will help you plan for gathering and presenting evidence that demonstrates your impact on student success  A Counseling Preservation Response (CPR) Toolkit will help you promote your school counseling program  It will help you plan for gathering and presenting evidence that demonstrates your impact on student success

15. 15 CPR Tool #1 Know Your Audience  This tool helps you identify your audiences  It gathers this information: ― Audience Name ― Audience Informational Needs ― Communication Vehicles ― Expected Results ― Contact Information  This tool helps you identify your audiences  It gathers this information: ― Audience Name ― Audience Informational Needs ― Communication Vehicles ― Expected Results ― Contact Information

16. 16 CPR Tool #2 Develop a Plan  A results statement (goal) specifies an observable and measurable outcome  An action plan is developed for each results statement  Three data gathering templates: ― 2A—Results Statement Planning Tool ― 2B—Action Step Planning Tool ― 2C—Plan Summary Tool  A results statement (goal) specifies an observable and measurable outcome  An action plan is developed for each results statement  Three data gathering templates: ― 2A—Results Statement Planning Tool ― 2B—Action Step Planning Tool ― 2C—Plan Summary Tool

17. 17 #2A Results Statements Tool  This tool organizes information about results statements: ― Results Statement ― Action Step ― Begin & End Dates ― Owner ― Cost ― Funding Source  This tool organizes information about results statements: ― Results Statement ― Action Step ― Begin & End Dates ― Owner ― Cost ― Funding Source

18. 18 #2B Action Step Planning Tool  This tool offers the opportunity to take one action step from Tool #2A and write the steps needed to achieve the result

19. 19 #2C Plan Summary Tool  This tool organizes your results statements into a plan summary : ― Results Statement ― Action Steps ― Begin & End Dates ― Indicators ― Owner ― Cost ― Funding Source  This tool organizes your results statements into a plan summary : ― Results Statement ― Action Steps ― Begin & End Dates ― Indicators ― Owner ― Cost ― Funding Source

20. 20 Pitfalls  Not knowing your audience and what they expect  Overwhelming your audience with too much information  Being reactive rather than proactive  Not knowing your audience and what they expect  Overwhelming your audience with too much information  Being reactive rather than proactive

21. 21 Tips  Be precise and concise  Link data to school accountability (e.g., attendance, discipline, graduation rates)  Use language that is meaningful to your audience  Use a variety of approaches to communicate your message  Package your message well  Be precise and concise  Link data to school accountability (e.g., attendance, discipline, graduation rates)  Use language that is meaningful to your audience  Use a variety of approaches to communicate your message  Package your message well

22. 22 Our Next Steps  Standardize our data gathering and reporting system  Emphasize results data  Report on our successes throughout the school year to all audiences  Publish a School Counseling Report Card annually  Standardize our data gathering and reporting system  Emphasize results data  Report on our successes throughout the school year to all audiences  Publish a School Counseling Report Card annually

23. 23 Tool #3 Personal Action Plan  As school counselors, we are accountable for our own transformation  This tool helps you document the steps you will initiate when you return to work ― What do you need to do? ― What results do you expect to achieve? ― Who do you need to assist you? ― By when do you expect to complete each step?  As school counselors, we are accountable for our own transformation  This tool helps you document the steps you will initiate when you return to work ― What do you need to do? ― What results do you expect to achieve? ― Who do you need to assist you? ― By when do you expect to complete each step?

24. 24 Contact Information  Jean Greco, Cranston (RI) Public Schools ― jgreco@cpsed.net  Patricia Nailor, Providence (RI) Public Schools ― pat.nailor@ppsd.org  Karl Squier, Lady of the Lake Learning Systems ― karlsquier@cox.net  RISCA Website ― www.rischoolcounselor.org  Jean Greco, Cranston (RI) Public Schools ― jgreco@cpsed.net  Patricia Nailor, Providence (RI) Public Schools ― pat.nailor@ppsd.org  Karl Squier, Lady of the Lake Learning Systems ― karlsquier@cox.net  RISCA Website ― www.rischoolcounselor.org