Hatching Results.. School Counseling: Moving the Profession FORWARD Trish Hatch, PhD June, 2005
What others are saying Little evidence exists between the intended effects of counseling activities and the students perception of the usefulness of guidance at their schools. April, 2004 -Zoe Corwin, AERA,
~ Operational We have consistently been impressed with the dedication and hard work of virtually all of the individuals with whom we have been involved. And yet, we are concerned that a great deal of energy, enthusiasm and resources are being expended in ineffective ways. - http://www.usc.edu/dept/chepa/pdf/makinggrade.pdf
The No Child Left Behind Act of 2001 has four key principles: Stronger accountability for results Greater flexibility and local control in the use of federal funds Enhance parental choice for parents of children from disadvantaged backgrounds A focus on what works, emphasizing teaching methods that have been demonstrated to be effective
NCLB Encourages discovery and dissemination of effective practices to improve academic achievement ~ which lead to Reducing drop-out rate Increasing high school graduation No $$$
1. ID # Nine Essential Elements 2. Enrollment data 3. State test data 4. Data on untested students will be collected 5. Course completion information 6. SAT, ACT and AP results 7. Graduation and Drop out rates 8. Audit to ensure accuracy of data 9. Linking K-12 to higher Ed to show how graduates perform in college National Center for Educational Accountability
Greatest Political Challenges in Education Racial and Socio-economic achievement gap High Drop out Rate Poor High School performance and lack of improvement.
Percentage of Males at XYZ HS who are A-G Eligible by Ethnicity 90 80 70 60 50 40 30 20 10 0 Asian Hispanic White 2002 2003
Percentage of Females at XYZ HS who are A-G Eligible by Ethnicity 90 80 70 60 50 40 30 20 10 0 Asian Hispanic White 2002 2003
Students taking SAT by Ethnicity XYZ 45 40 35 30 25 20 15 10 5 0 Asian Hispanic White Afr.Am. 2002 2003 2004
Students taking SAT by Ethnicity XYZ 45 40 35 30 25 20 15 10 5 0 2002 2003 2004 Asian Hispanic White Afr.Am.
Implications What is the purpose of the school counseling program? What are the desired outcomes or results? What is being done to achieve results? What evidence is there that the objectives have been met? Is the program making a difference?
ASCA National Model Page 20
The time for change is now The way we do business must change fundamentally and immediately.
New & Necessary Challenges 1. The types of data that can be collected (achievement, achievement related and competency and standards related data) 2. The difference between process, perception outcome (results) data and data over time 3. How to align Action Plans and evaluation tools to the school counseling program
New & Necessary Challenges 4. How to use data and leadership skills to effect change (Closing the Gap) Intentional guidance activities 5. How to report results of your program 6. Advocacy tools for staff and school board presentations
Use of Data to Effect Change Data DRIVES decisions Ensures EVERY students gets benefit of the school counseling program Counselor initiated activities Intentional Guidance (Closing the Gap) Underrepresented, underserved and under performing youth Monitoring student data
Multiple Uses of Data Creates urgency for change Serves as a catalyst for focused attention Challenges existing policies Engages decision makers, district leaders, school teams in data driven decision making Surfaces evidence of access or equity issues Focuses resources where they are most needed Supports grant writing efforts
Monitoring Student Progress Counselors must be proficient in: Collection of data Interpretation of data Analysis of data So that they can Recognize barriers to learning Advocate for systems change Data has multiple intentional and diagnostic uses, and can be categorized differently
We Exist To Effect Change In Students: Acquire Improve Knowledge Attendance Skills Behavior Positive Attitude Academic Achievement
Student-Achievement Data Standardized test data Grade Point Averages SAT and ACT scores Changes in achievement levels (Math, reading) Drop-out rate Completion of college prep requirements
Achievement-Related Data Course enrollment patterns Discipline referrals Suspension rates Alcohol, tobacco and other drug violations Attendance rates Parent involvement Extracurricular activities
Standards and Competency-Related Data Percentage of students who: Have 4-year plans Participate in job shadowing Have set and achieved their goals Apply conflict resolution skills
Attaining Student Competencies Increase in Student Achievement Related Data Increase in Student Achievement Data
Ensuring all students have a four year plan Increase number of students enrolled in college prep courses Increase number of students who complete college prep requirements?
Ensuring all students know how to set goals and achieve them Increase number of students who attend school Decrease number of students who drop out?
Encouraging all students to take higher level and AP courses Increase number of students who take honors and AP courses Decrease number of students who drop out?
Disaggregate Data Gender Ethnicity Socio-economic status Language Special Education Grade level Teacher
Program Evaluation Data: Process data Perception data Results data
Process data What you did for whom Evidence that event occurred How activity was conducted Did the program follow the prescribed practice?
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.
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
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 students feel safe at school 78% know the name of their school counselor
Results Data So WHAT data Hard data Application data 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
Results Data - Examples 42 students on the retention list avoided retention Graduation rates improved 14% over three years Attendance improved among 9 th grade males by 49%
Data Over Time Immediate Intermediate Long range (Impact Over Time)
Student/Parent Evaluations 2002 Pathways to Success 2% 2% 10% 70% 17% 5 4 3 2 1 On a scale of 1-5, with 5 being the highest, scores of 4 and 5 comprised over 87% of our responses.
10 th Grade Attendance Hot Lists Some students needed consistent contact to maintain improvement. For these students, when contact decreased due to other demands on counselor time, truancies increased again. 90 80 70 60 50 40 30 20 10 0 76 69 Start Date 85 88 78 70 Middle Date End Date Student A Student B
Statistics on Mutual Combat 18% decrease in number of suspensions for mutual combat from 01-02 to 02-03. 100 80 60 40 20 0 Suspensions for Mutual Combat 84 69 2001-2002 2002-2003
Group Counseling 17% increase in number of classes passed by participants for duration of group 80 70 60 50 40 30 57 74 Before Group During Group 20 10 0
Post High School Enrollment 40 40 35 35 30 30 30 25 20 15 20 25 25 25 4-Year 2-Year Vocational 10 10 10 5 5 0 1998-1999 1999-2000 2000-2001 2001-2002
Action Plans - 2 Types Planned Guidance Curriculum structured standards-based developmental lessons designed to assist in competency attainment provides EVERY student the knowledge and skills in the three domain areas (A, C, P/S) Intentional Guidance Planning Activities data driven - where are your gaps? what must be in place to ensure equity and access to achievement for all?
Planned Guidance Curriculum Action Plans Standards to be addressed Competency (or indicator) Description of guidance lesson Assurance it is for EVERY student Title of curriculum (cross-walked) Timeline (projected start - end date) Name of who is responsible for delivery Means of evaluation Expected results Reviewed by administrator
Intentional Guidance Action Plan Data that drives the decision Standards to be addressed Competency (or indicator) Description of guidance activity Title of curriculum that may be used (cross-walked) Timeline (projected start - end date) Name of who is responsible for delivery Means of evaluating student success Expected results Reviewed by administrator
Results Report How are students different as a RESULT of what you do? What does the data tell you? Was the program successful? What worked? What did NOT work? What needs to be changed?
Results Report- A Tool For Ensuring program was carried out Every student was served National Standards are addressed Developmentally appropriate Documenting process, perception, results data; immediate, intermediate, and long range impact of program Analyze effects Share successes Advocate for systemic change
Results Report Examples Planned Guidance Curriculum: Intentional Guidance: New Vista Heights
SUHSD ~ What s Working? Sharing our standards helped with the teachers Counselor unity Administrative and counselor collaboration We reached ALL students! Pre-post test showed results!
What did you learn? How to important it is to have a vision and systemic approach to our work Data is powerful Parents appreciated our presentation How important it is to covey our message in an organized manner our message and our results Students were unaware of A-G
What are you proudest of? The compliments we received from the teachers Working as a team We met our goals Out A-G lesson was delivered to all students We had an 87% increase in our pre-post! Improved respect by administration Overall staff feedback from staff Standardizing our presentations
What didn't work? We need better ways to gather and analyze data One counselor refused to participate We tired to take too much on at once - we were overachievers We lacked the equipment to do professional presentations (PowerPoint etc.) We had no support from administration to go into classrooms
What is still needed? More pre-post tests PowerPoint equipment A better understanding from administration To do a better job of public relations To insist that we are on the agenda so we can address the staff To gather more data
What suggestions do you have for improvement? Do a PowerPoint during advisory or PE less resistance Make sure you communicate with teachers in a timely manner when going into classrooms Learn how to toot your own horn
Do What Works Luce & Thompson (2005) Using data to see what is working Use data to find high performing schools (who face similar challenges) and show the lowered performing school what is possible Figure out what the high performing school is doing to get these results and then replicate these practices at the school needing improvement.
Steps to Using Data Improve Accuracy and Completeness of Data Track performance over time Compare Like Schools Identify Gaps Track performance over time Identify Consistently high performing schools and study them for best practices Replicate success Luce & Thompson (2005)
Five Central Themes in high performing schools/districts 1. Curriculum and Academic Goals: Defined clear and specific academic OBJECTIVES by grade and subject 2. Staff Development, Leadership and Capacity Building: Had strong instructional leaders and professional development 3. Instructional Practices: Selected materials based on scientific evidence 4. Monitoring, Compiling and Analyses of Data: Regularly monitored school and students performance 5. Recognition, Intervention and Adjustment: Provided rewards incentives or adjusted school support based on students performance information. Luce & Thompson (2005)
Results are necessary for two reasons: Program Improvement What works? What does not work? How to we improve? Marketing Legislation District stakeholders Policy makers
LA Times, Sunday, 12/05 "Horton decided a long time ago that it wanted to control the results, but not control the method," said Noon, a former Shea Homes executive. Headquarters sets goals for regional presidents and division managers, leaving it to them to figure out how to hit the targets. "If they can't, then we have the wrong person," Noon said, "not the wrong process."
All results - good or bad are ultimately good, because they provide us feedback that can guide us, telling us what to do next and how to do it better Feedback is synonymous with results. -Mike Schmoker (2001)
The point is what you DO with results, not the excuses you make to cover them. ~Tom Williams, pg. 55 DWW
We need to be the change we want to see happen. We are the leaders we have been waiting for. Gandhi