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Reporting and Presenting Data

Reporting and Presenting Data. Washington School Counselors Association John Carey National Center for School Counseling Outcome Research www.cscor.org. Reporting and Presenting Data. 1. Who is the audience? How much information will you present?

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Reporting and Presenting Data

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  1. Reporting and Presenting Data Washington School Counselors Association John Carey National Center for School Counseling Outcome Research www.cscor.org

  2. Reporting and Presenting Data • 1. Who is the audience? • How much information will you present? • What kinds of information will you present? • How sophisticated is this audience about data? • What do they already know?

  3. Reporting and Presenting Data • 2. Why is the presentation being given? • Give a status report-- here’s where we are • Examine the effects of practices and programs– here’s what we’ve been doing and how it makes a difference • Influence the direction of change– here’s what we’d like to see happen • Monitor progress– here’s our progress toward our goal

  4. Reporting and Presenting Data • 3. What do you want the audience to know? • What do you want the presentation to accomplish? • What are your goals in presenting the data? • How much time do you have? • How will you structure conversation about the data?

  5. Reporting and Presenting Data • 4. What data (of the data available to you) will you show them to give them the needed information? • Demographic data • Disaggregation data • Outcome, Process and Perceptual Data

  6. Reporting and Presenting Data • 5. What types of data presentation forms will you use? • Graphing can be done in Excel, PowerPoint, Microsoft Word or SPSS • The best way to learn is to play with it… • Don’t use tables and graphs unless they enhance the presentation!

  7. Reporting and Presenting Data • 1. Tables • Present information in rows and columns • Organize data in meaningful ways • Make it possible to present lots of data • Useful for identifying patterns

  8. Achievement Outcomes2002 10th Grade MCAS English Language Arts

  9. Reporting and Presenting • 2. Graphs • Present data in snapshot– more impact • Use bar graphs to show differences among groups over time • Bar graphs are useful for disaggregation data

  10. Percent of 11th and 12th Graders Taking Advanced Math

  11. Reporting and Presenting • 2. Graphs (con.) • Use pie/circle charts to represent portions of whole • Pie charts show shifts in proportions between 2 points in time

  12. 10th Grade MCAS Math Test Scores2001 and 2002 • From 2001 to 2002 the percentage of students who received an Advanced or Proficient rating increased from 45% to 52%.

  13. Reporting and Presenting • 2. Graphs (con.) • Line graphs show trends over time • Line graphs are useful for showing achievement gap data, as the gaps are evident

  14. 9th Grade Drop Out Rates

  15. Presenting and Reporting Data • 3. Anecdotal Data • Use if data doesn’t fit logically or easily into table or graph format

  16. Academic Results Education (6-8) • The number of students who could evaluate transcripts, identify promotion retention criteria and apply study skills increased from: • 55% to 98% (6th graders) • 52% to 92% (7th graders) • 38% to 98% (8th graders)

  17. Presenting Data • PowerPoint Presentation Guidelines • Use PowerPoint if the audience is larger than 100 people • Light text on a dark background shows up best • Use contrasting colors • Write only basic concepts/an outline on the slide • Use active words • Keep phrases/sentences short • Do not read off the slide • Use large font size (18 pts. or larger)

  18. Components of a Presentation • Title: Explains what presentation is about • Start with general demographics of the sample if audience doesn’t know this. • Present findings/data • What did you learn? Depending on audience, this may need to be very explicit. • Summary of findings (if presenting a lot) • Next steps in data gathering

  19. Presentation Guidelines • Keep it short and clear • Relate data to school mission and goals • Focus on 5-10 key points per presentation • Pre-test your data presentation • Presenter passion and commitment are a key component of effective presentations

  20. Comprehensive School Counseling Program

  21. Academic Development • Guidance Curriculum • Developing Academic 4/6 year Plans (VITA) • Promotion/Retention Criteria • Organization, Study and Testing Taking Skills • Registration, College and High School Graduation Requirements • Post High School Options • Transition into the Real World • 2. Intentional Guidance • Individual and Group Counseling • 3. Monitoring Student Progress

  22. Overall Program Goal Promoting Academic Achievement For Every Student

  23. Academic Results Goal Setting (K-5) After classroom guidance lessons pre-post tests indicated… • student knowledge of goal settingincreased from 10% to 98% • 90% achieved their identified goal

  24. Academic Interventions Problem Solving (K-5) • PROBLEM: Monthly After-School detentions increased from 65 to 120 students • Counselor determined reasons for detentions: • 66% Missing Assignments • 34% Inappropriate Behavior • SOLUTION: Established a Homework Club and multiple after-school tutoring classes

  25. Personal/Social ResultsConflict Resolution (K-5) • Number of students who could peacefully resolve a conflictincreased from55% to 88% • Following implementation of a Conflict Manager program the number of suspended students was reduced from13% to3%over the period of 3 years

  26. Academic Results Education (6-8) • The number of students who could evaluate transcripts, identify promotion retention criteria and apply study skills increased from: • 55% to 98% (6th graders) • 52% to 92% (7th graders) • 38% to 98% (8th graders)

  27. Academic Results Interventions (6-8) After Academic Counseling Groups: • 37% of 6th graders (64) • 24% of 7th graders (47) • 72% of 8th graders (46) 157 Students Demonstrated GPA Improvement!

  28. Academic ResultsIntervention (6-8) • Counselors met with identified students either individually, in groups or in SST to analyze grades, map outcome goals, and teach skills necessary to avoid retention. 72 Students Avoided Retention

  29. Academic Results Knowledge Gained inTest-Taking Strategies Total of 442 6th Graders

  30. Academic Results Test-Taking (6-8) • Number of students demonstrating knowledge of test-taking strategiesincreased from 13% to 63% • Number of 6th graders completing the SAT 9 testincreased from 40% to 96%

  31. Career DevelopmentResults (6-8) • At one site, the number of students who could demonstrate career knowledgeincreased from 24% to 79% • At another, the number of students setting a career goalincreased from 45% to 100%

  32. Personal/Social ResultsConflict Resolution (6-8) • At one site the number of students resolving conflicts with the help of peer mediators increased from 0 to 346 • At another site, the number who took advantage of peer mediationincreased from 47 to 149

  33. Academic Results (9-12) Goal: Each ninth grader has a 4 year plan on file. Over 90% of the ninth graders had a 4-year plan on file in the counseling office by June of 2001.

  34. Moreno Valley High School ELL Population Growth

  35. Moreno Valley High School ELL Academic Intervention Program • 1991/1994 No Bilingual Counselors • 1995 One Bilingual Counselor Parent Conferences • 1997 Two Bilingual Counselors Parent Conferences Parent Workshops • 1999/2001 Three Bilingual Counselors

  36. Improved Programs and Services • Started the Saturday Program with Field Work Students • Started the UCR Student Mentor Program • Started the 60 Day Recovery Program • Increased Parent Conferences and Workshops • Increased Home Visitations • Increased Group Support • Increased Guidance Lessons for ELL students • Increased Parent Phone Contacts • Utilized Parent Volunteers

  37. Closing the Gap MVHS GPA vs. ELL GPA

  38. Career DevelopmentCanyon Springs High School • In the last three years the number of students visiting the career center has increased from 30 to over 200 students per day. • Parent attendance at evening guidance events has increased from 150 to 500 parents • Scholarship dollars for students increased from $857,000 to $950, 000 • Finally, graduation rates have improved from 84 % to 89%

  39. Personal/ Social DevelopmentStandard A-B-C Student Assistance Program

  40. “Getting Help” • 48Insight Groups(6-10 students per group) • Alcohol and Other Drug Use • Anger Management • Behavior Management • 388Referrals to Outside Agencies • Department of Mental Health (5150) • Juvenile Justice System • Mental Health Agencies and Services

  41. Change in Student Behavior as Measured by the Number of Referrals and Suspensions at VVHS Before, During, and After Involvement in SAP Insight Group • From September 2000 to May 2001

  42. Change in Chemical Useas a Result of SAP Insight Groups 93% of the Students Chose Healthier Behaviors

  43. Violence Prevention Education • 453“Time to Tell” Guidance Lessons presented to students • 11,525 Students Impacted • 673Staff Trained in recognizing the “Early Warning Signs”of violence

  44. Conflict Mediations 11 Pre-Fights 11 Fights 27 Conflict Mediations 59 Pre-Fights 12 Fights 9 Documented Changes in Student Behavior as a Result of Guidance Lesson at March Mountain and March Valley Schools First Semester: (Before lessons) Second Semester: (After lessons) Number of fights reduced by 200%

  45. Improvement in Attendance at Bayside as a Result of Classroom Presentations and Attendance Intervention % Positive Attendance

  46. Overall Program Improvement • Aligning school counseling program with the ASCA National Standards and state content standards • Setting measurable goals • Implementing a consistent program district wide • Collecting results of the counseling program • Using results for program improvement GOALS: Removing barriers to learning and promoting academic success for every student

  47. School Counselors Thank you for your support!

  48. Closing the Math Achievement Gap at the R.M. Nixon School Gina Franco Fall 2004

  49. Working toward change Seven steps in using data in advocacy and systems change: • Describe the problem • Generate vision data • Commit to benchmarks • Identify places to intervene • Select interventions • Evaluate implementation • Monitor problem data “Schools are no longer judged by the accomplishments of their brightest students; they are held accountable for every student’s progress.” (ASCA, 2003) (Carey, 2004)

  50. Describe the problem Step 1 • School wide underperformance is reflected in MCAS results • MCAS Mathematics scores are “Needs Improvement or Failing” for more than 50% of students • Disaggregated data shows a significant achievement gap between minority students and white students

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