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Data is your friend… (really…)

Data is your friend… (really…). Elena Perrello, EdD School Counselor Eddington & Holden Schools elena_perrello@yahoo.com. The Big Questions. *Are you using data to drive decision making in your school? *Are you setting measurable goals and collecting data for review?

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Data is your friend… (really…)

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  1. Data is your friend… (really…) Elena Perrello, EdD School Counselor Eddington & Holden Schools elena_perrello@yahoo.com

  2. The Big Questions *Are you using data to drive decision making in your school? *Are you setting measurable goals and collecting data for review? *If not, how are decisions made in your school? *More importantly, how do you measure their outcomes?

  3. Goals of Session • To identify measurable goals and discuss their impact on student outcomes • To identify result outcomes strategies that enhance student performance • To identify existing school data and next steps • To explore the SWIS data collection system

  4. Goal SettingActivity • Box 1: What are the strengths of your school? • Box 2: What are the challenges in your school? • Box 3: What steps have you taken to address those challenges so far? What data do you have or need to monitor to determine if what you are doing is successfully addressing the problem? • Box 4: What additional info might be helpful?

  5. Goals must be…. *Measurable *Achievable * With a timeline • Linked to • Attendance • Academic Achievement • Behavior

  6. How do you choose a goal? • Examine existing data • Review school report card • Review the school improvement plan • Assess school services, programs and interventions

  7. What are the issues? • Attendance has declined for all student grades • Demographic changes – increased Hispanic/Latino population • Number of students with disabilities increased • School safety issues – offenses against students and staff increased • Academic issues – declining scores in LA and Math • School did not make AYP • Number of students being suspended

  8. Examples of Program Goals • 100% of 11th graders in the counseling mentor group identified as at risk of failing the XYZ High School Graduation test will pass. • Attendance rates for 8th grade students will increase from 89% to 92% by end of 1st quarter • 80% of identified 4th graders who participate in a study skills group will pass the reading and math state achievement test. • Discipline referrals for 9th graders will decrease by 25% by end of 1st trimester

  9. Using Data to Understand Issues Impacting Student Success • DESIGN: What is the question? • ASK: How will you answer the question? • TRACK: How will you make sense of the data? • ANNOUNCE: How will you use the findings? From Carol Kaffenberger’s Making Data Work book

  10. 1. DESIGN: What is your question? • What do you want to know or understand? • What is to be evaluated and why? • How does your question align with the school’s mission statement? State as a question. Examples: • Is the mentor program helping to improve student attendance? • Is the after school homework club helping to increase homework completion rates?

  11. 2. ASK: How will you answer the question? • What information or data will be needed to answer the question? • Does the data or information already exist? • What procedures will you follow? • Do data collection instruments need to be created? • What steps do you need to consider before collecting data? • What is your timeline?

  12. Proficiency Test Scores District State National ETHNICITY GENDER GRADE LEVEL SES Attendance Tardiness Absenteeism Drop Out Rates Enrollment Patterns Honors AP Dual Enrollment Special Needs System Practices Discipline Grading Scale Policy Promotion Retention Existing Data

  13. Process Data What do you want to know from it?(the what) “What you did for whom” • How many students participated? • Evidence that event occurred • How many sessions, for how long the activity was conducted • Did the program follow the prescribed practice? • Examples • Ten 6th graders participated in a small group that met 6 times for 45 minute sessions. • 850 students 9th-11th graders attended a one -hour workshop about post secondary options. • All 250 8th graders completed the high school orientation and registration process.

  14. Perception Data What do you want to know from it? What others think, know or are able to demonstrate. • Measures what students are perceived to have gained in knowledge • 89% of students demonstrate knowledge of promotion/ retention criteria • 92% can identify early warning signs of violence • Measures competency achieved, knowledge gained or attitudes beliefs of students • Pre-post surveys -7th graders increased their understanding of bystanders by 75% • 74%of students believe fighting is wrong • 29% of students feel safe at school • Participants in this PD increased their understanding of data accountability strategies by 59%

  15. Results Data - THE ULTIMATE GOAL What do you want to know? • “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

  16. So What Are Results Data? • What do they evaluate? • Student progress • Impact of a program or intervention • How are data identified? • Examine existing data • Attainment of a specific measurable goal • What types of data are measured? • Attendance • Academic Achievement • Behavior

  17. Results reports will describe how you met the goals you have identified. • Goals must be linked to the school mission statement • Goals are specific, measurable, and promote improved student achievement, attendance or behavior • Goals can address school-wide issues or closing the gap issues • Goals should promote progress in a domain (personal/social, academic, career) Goals are Linked to the Mission Statement and Results Reports

  18. Results Data - ULTIMATE GOAL“What is the impact of the intervention on achievement or behavior, or attendance, or performance? The so what test? • Examples: • Graduation rate improved by 5% • Discipline referrals for 7th graders declined by 11% • Student attendance at ABC Elementary increased by 5% • Identified 10th grade students who participated in a credit recovery program passed the state test.

  19. Some Procedures to Consider • Timeline • Permission (formal and informal) • Buy-in from stakeholders • Written permission if necessary • Data collection • Quantitative (pre-post tests, questionnaires) • Qualitative (focus groups, interviews, open-ended questions, observational data)

  20. Creating Data Gathering Instruments • Quantitative Data • Questionnaires (survey monkey, pirate survey) • Standardized data • Qualitative Data • Focus groups • Interviews • Observation

  21. Tips for Creating Questionnaires • Use a simple one-page format with fewest possible relevant questions • Develop questionnaires that are age appropriate • Use parallel language for all questions • Consider using one open-ended question • Administer pre-tests to assess knowledge and post-tests to evaluate learning • Test your questionnaires with others first!

  22. Focus Groups & Interview Tips • Focus Groups: • Select 2-12 stakeholders; co facilitate session; record or take notes; establish procedures • Use an interview guide; ask follow-up questions to clarify • Interviews: • Select key stakeholders to interview; establish procedures • Use an interview guide

  23. Ask: Manager Middle School • What contributes to absenteeism? • Disaggregate the data by ethnicity, gender, grade. • Develop a questionnaire for parents and students. • What are students’, teachers’ and parents’ concerns about absenteeism? • Develop a timeline.

  24. TRACK: How will you make sense of the data? • What can you learn from the data? • How will you collate or disaggregate the data to make it useful? • How can you organize the data so that you can answer your questions and others can understand it? • How will you present your data? • Would charts be useful?

  25. Statistical Primer • Working with Averages • Sum of the scores divided by the number of participants • An average is a ratio between two sets of numbers Examples • GPAs are averages of grades • Average number of students per class • Average daily attendance

  26. Basic Ways to Analyze Data 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

  27. When to Use the Average(and how to calculate it) 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)

  28. Example: Computing Averages 12 students respond to one question on a questionnaire (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree) 1 student responds 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.’

  29. Statistics Primer Working with Percentages The part over the whole x 100 = % If 325 out of 350 students graduate, then 92% is the graduation rate (325/350 x 100 =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) + the change 15/325 X100= 4.5% graduation rate increase!

  30. When to Use Percentage (and how to find it) 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 x 100= . 82 X 100 = 82% graduated If 325 out of 350 students pass the proficiency test, then 92% is percent of students who pass (325/350 x 100=92%)

  31. Finding the Percentage of Change (Impact or Results) Ex. On a pretest the students average score on the 1st 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%!

  32. Using Charts: Bullying Data

  33. Using Charts: Bullying Data

  34. Student Reasons for Being Absent

  35. Achievement Data Achievement: What does achievement look like at different levels and with different groups of students? • Overall Achievement • Grade point average • Standardized test scores, SAT, ACT, NWEAs, Reading levels • Passing all subjects • Periodic assessment • Semester grades • End of course tests • Ongoing classroom assessment • Class assignment grades • Tests • Suspension rates • Impact on achievement

  36. Data Support • SchoolCounselor.com http://www.schoolcounselor.com/ • Microsoft Excel Chart Online Training http://office.microsoft.com/training/training.aspx?AssetID=RC011055061033 • Free Tech Tools. ASCA School Counselor, 44, pp. 22-29 • Ezanalyze.com http://www.ezanalyze.com

  37. Announce: How will you use your findings? • So what do these results mean? • What are the recommendations? • How will you use your findings? • How will you present your findings and recommendations? • Who will you share them with? • What are the implications?

  38. Sharing with Stakeholders • Who are your stakeholders? • Principal • Parents • Superintendent • School Board • What do you want them to know? • What you have done • What others know • How this makes a difference • WHY THIS MATTERS!! • How to communicate the information? • Charts, tables, and stories • Newsletters

  39. Using the Findings • Share and explain your results to stake holders (administrators, faculty, parents, community). • Be sure to include how the entire school can implement change; not just one arena. Include parents whenever possible. • DATA is one format but there are other formats to consider (SPARK, MEASURE, SOARING)

  40. Announce: Manager Middle School • Create a data report • Share with stakeholders - administration, faculty, parents, teachers and students • Consider how school climate (safety issues, bullying, lack of cultural sensitivity) is contributing to absences • In collaboration with faculty develop systemic responses

  41. Next Steps What are your questions? What do you need to move forward?

  42. Some simple ways to use data…

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