2. © 2003 by The Education Trust, Inc. Accountability System Using Data to Drive School Counseling Activities Mark Kuranz, mkuranz@wi.rr.com

3. © 2003 by The Education Trust, Inc. ASCA National Model

4. © 2003 by The Education Trust, Inc. Accountability System Results Report – Results Report – –Program –Guidance Curriculum –Closing the Gap –Impact Over Time School Counselor Performance Standards School Counselor Performance Standards The Program Audit The Program Audit

5. © 2003 by The Education Trust, Inc. How are students different as a RESULT of what you do? Results Report – Results Report – –Program –Guidance Curriculum –Closing the Gap –Impact Over Time

6. © 2003 by The Education Trust, Inc. What Is Your Relationship with Education Data? Nonexistent?Reactive?Proactive?

7. © 2003 by The Education Trust, Inc. The Power of Data Provide objective snapshots of the students, school, community Provide objective snapshots of the students, school, community Surface evidence of access or equity issues Surface evidence of access or equity issues Break old myths – eliminate denial Break old myths – eliminate denial Create urgency/energy for change Create urgency/energy for change Provide direction – data driven decisions Provide direction – data driven decisions

8. © 2003 by The Education Trust, Inc. The Power of Data Challenge existing behavior, funding patterns, programs, & policies Challenge existing behavior, funding patterns, programs, & policies Use as an accountability tool Use as an accountability tool Focuses resources where they are most needed Focuses resources where they are most needed Supports grant writing efforts Supports grant writing efforts

9. © 2003 by The Education Trust, Inc. Using Data to Spur Systemic Change School Counselors must be proficient in: School Counselors must be proficient in: –Accessing data –Analyzing data –Interpreting data –Presenting data School Counselors must use data to: School Counselors must use data to: - Recognize barriers to learning - Recognize barriers to learning –Point out the system inequities –Advocate for system change –Create urgency for change

10. © 2003 by The Education Trust, Inc. How Not to Use Data To place blame To place blame To focus on the past To focus on the past To maintain the status quo To maintain the status quo

11. © 2003 by The Education Trust, Inc. What Data Should You Collect Data has many gap closing and diagnostic uses and can be categorized differently What Data Should You Collect Data has many gap closing and diagnostic uses and can be categorized differently

12. © 2003 by The Education Trust, Inc. Demographic Data What do you want to know? Student demographics: what are the characteristics of our students? Gender Gender Ethnicity Ethnicity Socio-economic status (free/reduced lunch) Socio-economic status (free/reduced lunch) Limited English Proficiency Limited English Proficiency Family configuration Family configuration Mobility Mobility

13. © 2003 by The Education Trust, Inc. Rhode Island Shifts in Student Demographics Source: US Census Bureau, Population Projections, in Education Week, September 27, 2000.

14. © 2003 by The Education Trust, Inc. Portland PS Demographics Today

15. © 2003 by The Education Trust, Inc. Student Demographics Pike High School Indianapolis, IN

16. © 2003 by The Education Trust, Inc. Attainment Data 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

17. © 2003 by The Education Trust, Inc. Highest Educational Attainment for Every 100 Kindergartners Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002 (Age 25-29)

18. © 2003 by The Education Trust, Inc. Get Local Graduates Public K-12 Public K-12 Enrollment Graduates Enrollment Graduates African American8.1%6.3% Asian 3.2% 3.2% Hispanic14.8%8.9% Native American1.0%.4% White73.4%81.1% Totals 158,046 8,603 2001-02 NCES Data

19. © 2003 by The Education Trust, Inc. Ninth Grade Retention Rate Reduction as a Result of School Counselor Interventions

20. © 2003 by The Education Trust, Inc. Ninth Grade Retention Rate Reduction as a Result of School Counselor Interventions

21. © 2003 by The Education Trust, Inc. Achievement Data What do you want to know? Achievement: What does achievement look like at different levels and with different groups of students? Overall Achievement Overall Achievement –Grade point average –Standardized test scores, SAT, ACT, State tests –Passing all subjects Periodic assessment Periodic assessment –Semester grades –End of course tests Ongoing classroom assessment Ongoing classroom assessment –Class assignment grades –Tests

22. © 2003 by The Education Trust, Inc. Achievement-Related Data Course enrollment patterns Course enrollment patterns Discipline referrals Discipline referrals Suspension rates Suspension rates Alcohol, tobacco and other drug violations Alcohol, tobacco and other drug violations Attendance rates Attendance rates Parent involvement Parent involvement Extracurricular activities Extracurricular activities

23. © 2003 by The Education Trust, Inc. MPS Grade 9 Reading

24. © 2003 by The Education Trust, Inc. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

25. © 2003 by The Education Trust, Inc. State Data Black eight-graders and white fourth- graders had almost identical scores in math on a national standardized test in 2003. Milwaukee Journal Sentinel, May 23, 2004

26. © 2003 by The Education Trust, Inc. Student Behavior Data 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

27. © 2003 by The Education Trust, Inc. Low-Income Students are Less Likely to be Enrolled in a College Prep. Track Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992. (p. 36) Washington, DC: US Department of Education, June 1995.

28. © 2003 by The Education Trust, Inc. Even Low Achieving Students Go On To Postsecondary Source: USDOE, NCES. Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later, NCES 2002-321. Washington, DC:2002. * Postsecondary includes any college, university, vocational, or technical education entered by 2000.

29. © 2003 by The Education Trust, Inc. Are some students provided more opportunities than others? Opportunity Gaps: Are some students provided more opportunities than others? Access to rigorous curriculum Access to quality teachers School policies and climate Special Education Screening and Placement Participation in Support Services – –Tutoring, Mentoring Opportunity Gap Data What do you want to know?

30. © 2003 by The Education Trust, Inc.Equity?

31. Program Evaluation Data What do you want to know? Process data Process data Perception data Perception data Results data Results data

32. © 2003 by The Education Trust, Inc. Process data What do you want to know? “What you did for whom” “What you did for whom” Evidence that event occurred Evidence that event occurred How activity was conducted How activity was conducted Did the program follow the prescribed practice? Did the program follow the prescribed practice?

33. © 2003 by The Education Trust, Inc. Process Data - Examples Weekly (32) academic support groups with 12 students each were held Weekly (32) academic support groups with 12 students each were held 586 9 th grade students received the “The Four Year Plan” guidance lessons 586 9 th grade students received the “The Four Year Plan” guidance lessons All 4 th and 5 th (112) grade students participated in the “bus buddy” (4) guidance lessons All 4 th and 5 th (112) grade students participated in the “bus buddy” (4) guidance lessons

34. © 2003 by The Education Trust, Inc. Adding Process Data Activity Process Data Perception Data Results Data Question or Demonstration PrePost How will student behavior change? PrePost DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# %

35. © 2003 by The Education Trust, Inc. Perception Data What do you want to know? “What others think, know or demonstrate” data. “What others think, know or demonstrate” data. Measures competency achieved, knowledge gained or attitudes beliefs of students 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 Measures what students are perceived to have gained in knowledge

36. © 2003 by The Education Trust, Inc. Perception Data - Examples Competency Achievement Competency Achievement –Every student in grades 9-12 completed a 4 year plan –Every 10 th grade student completed an interest inventory Knowledge Gained Knowledge Gained –89% of students demonstrate knowledge of promotion/ retention criteria –92% can identify Early Warning Signs of violence Attitudes or Beliefs Attitudes or Beliefs –74%of students believe fighting is wrong –29% of students feel safe at school –78% know the name of their school counselor

37. © 2003 by The Education Trust, Inc. Adding Perception Data Activity Process Data Perception Data Results Data Question or Demonstration PrePost How will student behavior change? PrePost DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# %

38. © 2003 by The Education Trust, Inc. Results Data What do you want to know? “So WHAT” data “So WHAT” data Hard data Hard data Application data Application data Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior –Attendance –Behavior –Academic achievement

39. © 2003 by The Education Trust, Inc. Results Data - Examples 42 students avoided retention 42 students avoided retention Graduation rates improved 14% over three years Graduation rates improved 14% over three years Attendance improved among 9 th grade males by 49% Attendance improved among 9 th grade males by 49%

40. © 2003 by The Education Trust, Inc. Adding Results Data Activity Process Data Perception Data Results Data Question or Demonstration PrePost How will student behavior change? PrePost DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# % DateDateDateDate # %# %# %# %

41. © 2003 by The Education Trust, Inc. Academic Results Interventions (6-8) 72 students avoided retention

42. © 2003 by The Education Trust, Inc.Possibilities… There are schools that show things can be different? Find schools like yours that have: Closed the opportunity gaps Closed the achievement gap

43. © 2003 by The Education Trust, Inc.Resources American School Counselor Association – www.schoolcounselor.org American School Counselor Association – www.schoolcounselor.org www.schoolcounselor.org Education Trust web Site - www.edtrust.org Education Trust web Site - www.edtrust.org State Department of Education State Department of Education Local School Districts Local School Districts No Excuses - Heritage Foundation www.noexcuses.org No Excuses - Heritage Foundation www.noexcuses.org National Center for Educational Statistics – nces.ed.gov National Center for Educational Statistics – nces.ed.gov

44. © 2003 by The Education Trust, Inc. Learn to Analyze and Interpret Data Learn to Analyze and Interpret Data

45. © 2003 by The Education Trust, Inc. Data Analysis: Keep It Simple Descriptive Data Powerful Numbers and percentages Numbers and percentages Rationale for Use The benchmark is ALL The benchmark is ALL Usually working with entire population Usually working with entire population Easier for educators and public to understand Easier for educators and public to understand

46. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data Start with simple statistics - averages, %’s Start with simple statistics - averages, %’s Spencer Owen School Corporation ISTEP Tests

47. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data

48. © 2003 by The Education Trust, Inc. Data Over Time What do you want to know? Data Over Time What do you want to know? Immediate Immediate Intermediate Intermediate Long range (Impact Over Time) Long range (Impact Over Time)

49. © 2003 by The Education Trust, Inc. Data Over Time - Examples Immediate – data measures Immediate – data measures the immediate impact the immediate impact - pre-post test, p.70-71 - pre-post test, p.70-71 Intermediate – data collected Intermediate – data collected over a short period of time over a short period of time - improved grades after - improved grades after counseling group, p. 72-73 counseling group, p. 72-73 Long-range – Longitudinal Long-range – Longitudinal - data “stretch over time”, p.73 - data “stretch over time”, p.73

50. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data Start with simple statistics - averages, %’s Start with simple statistics - averages, %’s Longitudinal Longitudinal = “stretching” data out over time Spencer Owen School Corporation ISTEP Tests

51. © 2003 by The Education Trust, Inc. Bus Buddy Program Results

52. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data Start with simple statistics - averages, %’s Start with simple statistics - averages, %’s Longitudinal Longitudinal Disaggregate Disaggregate = “slicing” a piece of data The Power of Disaggregated Data Disaggregation is not a problem-solving strategy. It is a problem-finding strategy --Victoria Bernhardt

53. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data Start with simple statistics - averages, %’s Start with simple statistics - averages, %’s Longitudinal Longitudinal Disaggregate Disaggregate Average MPS Graduation Rate 46% African American 32% Asian 52% Latino 31% Native American 27% White 66% = “slicing” a piece of data

54. © 2003 by The Education Trust, Inc. Basic Ways to Analyze Data Disaggregate Disaggregate

55. © 2003 by The Education Trust, Inc.

56. 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

57. © 2003 by The Education Trust, Inc. Data Interpretation Look for: Pictures Patterns Gaps Questions: What problems or needs surface? What problems or needs surface? What achievement gaps exist? What achievement gaps exist? What opportunity gaps do the data suggest? What opportunity gaps do the data suggest?

58. © 2003 by The Education Trust, Inc. Uncovering the Opportunity Gaps Access to challenging courses Access to challenging courses Access to support services Access to support services Access to resources Access to resources Percentage of high quality teachers in school Percentage of high quality teachers in school Distribution of teacher talent Distribution of teacher talent

59. © 2003 by The Education Trust, Inc. Percentage of High Scoring Students Placed in Algebra in One Southern California School District Source: The Achievement Council, Inc. Los Angeles, CA. Unpublished. 1991

60. © 2003 by The Education Trust, Inc.Equity?

61. Mentors Phone Contact Manager Of Resources Small Group Classroom Guidance Behavior Management Bully Proofing Program Tutoring 70% Attendance Rate for Low SES Students 70% Attendance Rate for Low SES Students Data Driven Counseling Programs Data Driven Counseling Programs Individual Counseling Student Focused

62. © 2003 by The Education Trust, Inc. Academic Achievement – Student Focused

63. © 2003 by The Education Trust, Inc. Lead Task Force Advisory Program Change Attendance Policies Disaggregate Data By Teacher Advocate for Task Force Team With Parents & Community Change Daily Schedule Lead Advisory Training 70% Attendance Rate for Low SES Students 70% Attendance Rate for Low SES Students Data Driven Counseling Programs Data Driven Counseling Programs Student Focus Groups System Focused

64. © 2003 by The Education Trust, Inc. Highlights of Achievement Student to counselor ratio at CLEAR schools was reduced from 641/1 to 354/1. Student to counselor ratio at CLEAR schools was reduced from 641/1 to 354/1. The Protective Schools model was implemented at all eight schools. The Protective Schools model was implemented at all eight schools. CCBG program was implemented in every school CCBG program was implemented in every school

65. © 2003 by The Education Trust, Inc. Longitudinal Study Questions 1) Will the use of the Protective School’s Model have any impact on academic progress and attendance for the participating students? 1) Will the use of the Protective School’s Model have any impact on academic progress and attendance for the participating students? 2) Will lowering the student to counselor ratio and fully implementing the CCBG program have an 2) Will lowering the student to counselor ratio and fully implementing the CCBG program have an increase on academic progress and attendance for the students?

66. © 2003 by The Education Trust, Inc. Reading 2000-01 – 3 rd grade,2001-02 – 4 th grade,2002-03 – 5 th grade

67. © 2003 by The Education Trust, Inc. Math 2000-01 – 3 rd grade,2001-02 – 4 th grade,2002-03 – 5 th grade

68. © 2003 by The Education Trust, Inc. Math 2000-01 – 3 rd grade,2001-02 – 4 th grade,2002-03 – 5 th grade

69. © 2003 by The Education Trust, Inc. Attendance 2000-01 – 3 rd grade,2001-02 – 4 th grade,2002-03 – 5 th grade

70. © 2003 by The Education Trust, Inc. School Climate Results Examples of preliminary gains are as follows: Teachers reported an increase in student safety at the project schools. (Source: TUSD School Quality Survey) 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) Students responded that students of different races & ethnic backgrounds are getting along better at their school. ( Source: TUSD School Quality Survey)

71. © 2003 by The Education Trust, Inc. Parents indicated an increase in satisfaction with their school. (Source: TUSD School Quality Survey) 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) 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)

72. © 2003 by The Education Trust, Inc. 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) my/03 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) my/03

73. © 2003 by The Education Trust, Inc. Principal Comments Principals saw counselor as the primary change agent for the school Principals saw counselor as the primary change agent for the school Principals understood how the counselor can contribute to student achievement 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. Principals acknowledge that the school counselor knows every student and is the soul or heart of the school.

74. © 2003 by The Education Trust, Inc. Minority AP Enrollment in One Jefferson County High School - System Focused

75. © 2003 by The Education Trust, Inc. Advocacy/Leadership Ask “Hard” Questions Gather & Present Data Task Group Facilitation Classroom Guidance Small Group Interventions Individual Interventions Referral DATA System Focused Activities Student Focused Activities School Counseling Connected to the Mission of the School

76. © 2003 by The Education Trust, Inc. Results Report How are students different as a RESULT of what you do? What does the data tell you? What does the data tell you? Was the program successful? Was the program successful? What worked? What worked? What did NOT work? What did NOT work? What needs to be changed? What needs to be changed?

77. © 2003 by The Education Trust, Inc. Results Report- A Tool For Ensuring program was carried out Ensuring program was carried out Every student was served Every student was served National Student Standards are addressed National Student Standards are addressed Developmentally appropriate Developmentally appropriate Documenting process, perception, results data; immediate, intermediate, and long range impact of program Documenting process, perception, results data; immediate, intermediate, and long range impact of program Analyze effects Analyze effects Share successes Share successes Advocate for systemic change Advocate for systemic change

78. © 2003 by The Education Trust, Inc. Results Report Examples Guidance Curriculum Results Report, p.118 Guidance Curriculum Results Report, p.118 Closing the Gap Results Report, p. 117 Closing the Gap Results Report, p. 117

79. © 2003 by The Education Trust, Inc. Accountability … Getting Started Use what you are already doing (e.g., small group or one classroom). Use what you are already doing (e.g., small group or one classroom). Use data that are already being collected such as attendance, behavior, grades, or other scores. Use data that are already being collected such as attendance, behavior, grades, or other scores. Keep it simple – percent change, pre to post changes. Keep it simple – percent change, pre to post changes.

80. © 2003 by The Education Trust, Inc. Accountability … Getting Started Show several years of growth Show several years of growth Connect to student standards Connect to student standards Don’t measure EVERYTHING Don’t measure EVERYTHING Make decisions based on needs of district, site and access to data Make decisions based on needs of district, site and access to data Goal is to learn from data, not be evaluated on data Goal is to learn from data, not be evaluated on data

81. © 2003 by The Education Trust, Inc. We need to “be the change we want to see happen. We are the leaders we have been waiting for.” – Gandhi

82. © 2003 by The Education Trust, Inc. “Without the possibility of action, all knowledge comes to one labeled ‘file and forget, -- Ralph Ellison, Invisible Man and I can neither file nor forget.”

83. © 2003 by The Education Trust, Inc. Accountability System Using Data to Drive School Counseling Activities Mark Kuranz, mkuranz@wi.rr.com